Day 2 of the TK Park Conference on Reading

The Miracle Libraries of South Korea

 Day 2 of the TK Park Conference on Reading commenced last July 13, 2012, Friday at the Queen Sirikit National Convention. The day's program was as insightful and inspirational as the Day 1 with three speakers and a panel that ended the successful conference.

The morning session had Dr. Amorn Nakontharp and Dr. Banjalug Namfa speak of 21st century learning. Dr. Amorn focused his talk on teachers and the demands of sound pedagogy that is applicable for learning and living in the 21st century. He emphasized the new skills that students need to develop to succeed in teh 21st century, but also, staying true in practice of the basic reading, writing, listening and speaking skills. His message to parents, teachers and school librarians: Play games with your children; tell stories to them; engage them in conversation; listen and see how your children think and process information.

With Asarin and Tuktak of TK Park who both took care of me

 

Indeed, the digital age poses so many demands for the teacher. In parting, Dr. Amorn encouraged teachers to teach students how to love learning. In the same vein, Dr. Banjalug Namfa posed questions that made every one reflect on 21st century learning: How do we read? How do we write? How do we collaborate? Where do we get information? How do we learn? How do we communicate? Her session incorporated principles and values of the ASEAN as well. This for me was a session of relearning.

I have always known the ASEAN as an organization of Southeast Asian nations that discuss political, economic and social development in the region. To hear Dr. Banjalug talk about the five principles of the ASEAN made me realize that the organization is deeply concerned with the development of its people towards the future of the region. The five principles are:

1. Knowing ASEAN.

2. Valuing Identity & Diversity.

3. Connecting local and global.

4. Promoting Equality and Justice.

5. Working together for a sustainable future.

Speakers and TK Park staff all together in this photo at the end of the conference

That is why, in the panel, one topic tackled the empowerment of children for the ASEAN future. The five of us speakers pointed out the relevance of family and community in raising children grow in their potentials. Many best practices in reading and literacy development had been presented and these are examples of projects that support families in rearing children who are aware of their culture, history, nationality and tolerant of other peoples. Mr. Chan Soo Ahn, director of Citizen Action for Reading Culture in Korea is involved library development to promote peace and understanding. A non-government organization, Citizen Action for Reading Culture has established ten libraries with one new library in the process of establishment.

With a new friend, Zubaidah Mohsen of Singapore, National Library

The TK Park Conference on Reading  2012, had been a success as it achieved its objectives. But, to truly empower children for the ASEAN future, continuous re-evaluation of paradigms and practices in education, knowledge creation, library systems and structures need to take place in the Southeast Asian countries. I am starting with my own family, my children, in making them realize that unique as they are, they are not alone in the world. There are so many things to learn from others that if they seclude themselves in their own circle, they will become stagnant and their knowledge, stale. As I said in the panel as my closing remark, it is important that we all become lifelong learners. Lifelong learning is not merely a set of skills but a philosophy.

Day 1 of the TK Park Conference on Reading

 Day 1 of the TK Park Conference started with a keynote speech and welcome address of Dr. Tatsanai Wongpisetkul and Mr. Songsak Premsuk, Chair of the Office of Knowledge Management and Development in Thailand (OKMD). The OKMD is the governing department of TK Park. As explained by Dr. Wongpisetkul, TK Park is not a library, but a prototype knowledge management center for regional TK Parks in the regions of Thailand. As of to date, there are six TK Parks in the country and monitoring is only one aspect of TK Park's job. The staff of TK Park undergo constant research and development to improve the creation of knowledge and services it provides the public. For five years, it has been an uphill climb for them.

The medium of instruction in the conference are Thai and English. We were all given translators we attached on our ears to listen to the English translations for Thai speeches. This was the same for Thais who needed to hear our English speeches in their mother tongue. All in all, there were five speakers: myself, Zu Mohsen (Singapore), Shu Binti Haji (Malaysia), Sothik Hok (Cambodia) and Chan-soo Ahn (Korea). Except for Mr. Ahn, we four have delivered our paper and project presentations today.

I was the first to speak on the Role of School Libraries and Librarians in the Digital Age. I had the audience listen up the moment I showed a photo of my first library card and the story behind it. It has never failed me, that story. I then moved on to the flow of my presentation and in one hour, I was done. Thai Radio requested for an interview to which I graciously obliged.


The presentations that followed were library and reading projects in Singapore, Malaysia and Cambodia.

In Singapore, the National Library has a project called Born to Read, Read to Bond. This is a project that provides parents with Reading Kits and equip them with skills in reading to their children through talks and workshops. Malaysia has a similar project known as Every Baby a Book. What makes this different is the production of one specific cloth book and parents' guide in using the book for their baby. Since then, many parents in Penang, Malaysia availed of library cards. Indeed the love of reading begins at home and parents are the first to model the reading habit. A nation of readers begin in the family, the smallest unit of society. I am amazed and impressed at the daring and passionate ways in which the public librarians in Malaysia and Singapore spearhead the reading culture in the family through a library program.

In Cambodia, a non-government organization called SIPAR (accronym in Cambodian) sets up libraries in schools and in prisons. Sothik Hok presented the history and context of this project as well as ties with Room to Read, another NGO devoted to reading development in children. School library development is a strategy to help Cambodians reestablish their sense of self and well-being after the war. The motto in which SIPAR leaves by is this: "When people don't reach for books, we must make the books reach people". Their project will be awarded a grant by the International Board on Books for Young People (IBBY). Sothik Hok is bound for London in August to receive the award during the IBBY Conference there.

Tomorrow will be Day 2 of the conference where three more papers are up for presentations. In the afternoon, I will join a panel to discuss these questions: What would be the characteristics of children for ASEAN future? How can we build them? Do they think children in ASEAN countries today are smarter (because they grow up in the digital age)? Do you have any concern that the reading is on the decline among children because of the Internet - Wikipedia, Google etc.?

Drop by the blog and read up on updates from the TK Park Conference on Reading 2012.

The Knowledge Park Bangkok, Thailand

I arrived safely in Bangkok yesterday. The new airport is spankingly metropolitan. There were so many tourists coming in for vacation that it took me twenty minutes to pass through immigration.  It wasn't long until my host, Asarin Nonthihathai of The Knowledge Park, met me at the gate. Together with other delagates, we cruised down the highway to our hotel, The Ramada Hotel & Suites in Sukhumvit Road.

I felt like I was in Manila except, there were no jeepneys and tricycles in the national highway and "sois". From The Ramada, all delegates were whisked away to The Knowldege Park. We took the sky train since traffic is heavy at that time of the day.

The Knowledge Park (TK Park) is located on the 8th floor of the new mall in downtown Bangkok. It has a children's library, a teens and young adult area, a music library, e-book and digital area, and IT collection and a spacious lobby for events hosted by TK Park. There, we met the staff of TK Park and the vice president, Dr. Tatsanai Wongpisetkul. Here's sharing some photos with you -

With Tatsanai Wongpisetkul of TK Park. The staff prepared a bag of Thai books for us! Yay!

The speakers for the Conference on Reading: L-R Chan Soo-Ahn (Korea), Zubaihdah Mohsen (Singapore), Tatsanai Wongpisetkul, Zarah Gagatiga (Philippines), Sothik-Hok (Cambodia), Shukriah Binti Haji (Malaysia) TK Park Staff

 

 

Thai children read in designed honeycombs and trees inside the TK Park

A Thai picture-story book for children.

The 2nd Filipino ReaderCon: United We Read

The 2nd Filipino ReaderCon: United We Read is on August 18, 2012 at the Filipinas Heritage Library, Makati City, held in partnership with Filipinas Heritage Library (FHL) and National Book Development Board (NBDB). 

For details of the program, you can visit the site. Just click the highlighted link. What makes this different from last year's ReaderCon is the launching of the Filipino Reader' Choice Awards (FRCA). From the blog, the Filipino RCA seeks to

engage the Filipino reading public in honoring their favorite Philippine-published titles. An initiative of the Filipino Book Bloggers Group, the Filipino RCA was established to develop awareness and appreciation of Philippine literature; recognize the reader’s role in creating the meaning and experience of a literary work; and give the readers a voice in the Philippine book industry.

Nomination forms are available online. What I like about this award is that, it is the reader, or for this matter, the collective Pinoy reader who makes the choice. I'm excited to know who the winners will be in the categories that the organizers conjured:

• Children’s picture book
• Chick lit
• Novel in English
• Novel in Filipino
• Comics / Graphic novels
• Short story anthology
• Essay anthology
• Poetry 

 In light of this event, yes, I am delighted because readers should respond actively on the books and materials that they engage in and encounter. The exercise promotes thinking. Engagement in book discussions and book talks affect the creative process of book making. Then again, how I wish school librarians can also begin an activity like this. Or, perhaps, as "keepers" of books and information, school librarians can set up small book award events in their learning communities as a way to celebrate reading, bringing books closer to children and teens. 

SR Ranganathan's law, books are for use, stands on firm legs in this digital age.

The Legend of Korra: A Review

My family and I are avid fans of Aang, the Last Air bender. We followed the three seasons faithfully and we would run marathon viewing of the series on long weekends. When news of a new avatar came our way, we patiently waited for its TV debut. In a nutshell, we can say that Korra kicked ass. But. But. But. We missed Aang and the Gang. I especially missed Uncle Iroh and his words of wisdom.

What worked

The new world of the Avatar, Republic City, is way too progressive from the world that Aang saved eighty years ago. This is the future that Zuko and Aang built. I'm impressed at the technological progress that the four nations have developed over the years. In spite of the fast, sleek and sophisticated gadgets present in Korra's world, old and familiar practices and beliefs are still evident: the world is still in need of the avatar despite the existing law and order enforcers; all is fair in love and war; every generation has its tyrant; heroes are not perfect and like any human being, they too need help of family and friends.

The animation is superb. There are enough visuals and imagery to anchor the fans' context of Aang's world to Korra's. Likewise, the presence of visual cues are enough to fill in the puzzle of Korra's journey in becoming a full pledge avatar. Aang's colossal statue, as well as Zuko's and Toph's are tribute to the characters that endeared the fans greatly to the show. The reprisal of Sokka and the episodes where Katara appeared are treats to fans. The appearance of the young general, Iroh II, Zuko's grandson, gave me goosebumps. I didn't expect Aang would grow up looking serious, and yes, handsomely voiced by DB Sweeny, who happened to be my crush way back in the 90s. I like it that Aang restored Korra's bending because, this new facet of the avatar as restorer is messianic. Aang is still the hero of the hour. If Roku guided Aang in his avatar journey, Aang takes and gives to Korra what she has lost.

The formula of the fantastic four: Mako, Bolin, Asami and Korra stays true to the one that Aang and the Gang forged in his season. Tenzin as the wizened teacher to Korra is acceptable in his own low key personality. The Legend of Korra did present a new avatar world while honoring the past. Then again, it falls short on some aspects where Aang's season stood out brilliantly.

What did not work

The lack of a strong villain, an anti-hero and a confused character in the round made me think that this new season of the avatar is all fluff and stuff. The comedic timing is still there courtesy of Bolin and Milo, but Sokka is just superb at being sarcastically funny. Tenzin is a nice guy, but he does not have the mystery and deep seated wisdom of Uncle Iroh. The thing is, I learned a lot from that man and his mentoring of Zuko. Iroh is instrumental in making Zuko a hero. If not for Zuko, Aang wouldn't shine as the child-savior.

There were so many gaps left unfilled with in the span of eighty years. I know it's just me, but it had been difficult to wonder what happened to the characters I loved and considered (in my imagination) as my next door neighbors while watching Korra. Perhaps this was so on account of the believable world and characters the old season left behind. As a viewer, and fan, I have made a personal investment on the characters of the old avatar. The Legend of Korra flew by so quickly I didn't fully realize it was over until Mako and Korra kissed in the end.

The writers of Korra spoiled the new avatar, big time. I am expecting more tests on Korra's character in the next season, if there will ever be a next season. My plea to Dimartino and Konietzko: please make a short series of the original team avatar to help fans like me get over the last Air bender.

Pinoy Kids & YA Lit Fest in July

It appears that a line-up of literary events for children and teens are scheduled this month of July. Not only are these events for kids and teens, but also, for the adults who create and produce literature for them. Here's the litany --

Phil Speculative Fiction Vol. 7 Book Launching - July 28, 2012 / 2PM @ Coffee Bean and Tea Leaf, Shangrila Plaza, Edsa. Ebook formats of previous PSF volumes are available in Amazon and in Flip Reads.

Cyan Abad-Jugo's book, Singkit: A 1980s Diary (Anvil) will be launched on July 21, 2012 / 3PM @ Powerbooks, Greenbelt. There's a press release on Cyan and her writing experiences in the Inquirer. Go read Cyan's writing journey!


On the same day, the 1st Kwentillion Young Adult Readers Carnival is scheduled to take place at National Book Store Best Sellers, Robinson's Galleria. The event will begin at 1PM. Paolo Chikiamco of Rocket Kapre blogs about the panel of YA creators who will speak on their art and their craft. I'm attending this event since I'm eager to get Budjette Tan's autograph. Also, the YA Game sounds interesting. Maybe it's something I can replicate in the school library. 

In the library scene, school librarians of the CLAPI (Children's Literature Association of the Philippines, Inc.) has organized a seminar on K-12 Curriculum and Reading. This will be held at the Epifanio delos Santos Hall, National Library of the Philippines, T. M. Kalaw, Manila on July 24, 2012 from 8:00 a.m. to 12:00 noon. Php300.00 as registration fee, For further inquiries, you may contact Ms. Melba A. Tablizo of the National Library of the Philippines at +02 3105033 and/or Mrs. Leonila S. Galvez of DepEd, Manila at +02 2512859 / +02 2546162.

On July 17, PBBY will be awarding the Salanga Prize and the Alcala Prize to Russell Molina and Hubert Fucio respectively. It's the 29th NCBD and I'll try my best to update you all via Facebook and Twitter (live) as the ceremony rolls along. Dean Dina Ocampo will give the keynote address on the theme of mother tongue based instruction. Tarie Sabido, book reviewer and book blogger par excellence will be inducted as new PBBY board member.

And of course, the 2nd Best Reads-National Children's Book Awards will be held at the Mind Museum in Taguig City.

Lastly, Scholastic and Anvil are conducting book sales as I write this. Anvil dubbed their sale as Young Adult and Children's Book Festival and Scholastic promotes their 10th year anniversary with the 10 Deals for 10 Years warehouse sale.

Take your pick. Read! Read! Read!

A Humorous Take on the Techwars

NCBD 2012 Poster: Masayang Magbasa sa Sariling Wika

School Libraries in Evolution

With all the many projects, documents, promotions and advocacy activities I enumerated, wouldn't you agree that it is an exciting time to be a school librarian these days? We have seen the personal stories of library clients and users. We have looked at the current research on school library. These are all evidences that our job is relevant. But we need not stop. We have to go on because the landscape of information and business of knowledge creation is ever changing. We cease to grow when we stop recognizing the changes happening around us and we do not act appropriately on it.

        
History has lessons to teach us on this. 

In general, libraries, are very much a part of human history along with the invention of writing and the book. The first to sprout and develop were government, public and university libraries. School libraries are a recent invention. It was not not until the turn of the 19th century that legislation on school libraries took place in the US. It was in 1915 when the American Library Association assigned a division for school libraries now known as the American Association of School Libraries (AASL). 

Thanks to Melvil Dewey for devising the  Dewey Decimal System. We have a way of finding order in chaos. Then, there was also SR Ranganathan, a mathematician by profession who became a librarian not by choice but by chance. His teachings on the 5 Laws of Library Science still speak of enduring truths and philosophy of librarianship. In fact, modern library and information science thinkers have adopted Ranganathan's 5 Laws to address current issues suitable for the practice of the profession. 

These are the 5 Laws as per SR Ranganathan:
 
1.Books are for use.  
2. Every reader his [or her] book.  
3. Every book its reader.  
4. Save the time of the reader.  
5. The library is a growing organism.     

 
Michael Gorman and Walt Crawford made their own variants:

1.  Libraries serve humanity.
2. Respect all forms by which knowledge is communicated.
3. Use technology intelligently to enhance service.
4. Protect free access to knowledge.
5.  Honor the past and create the future.

    
 Let’s play spot the difference. What changes can you see on the 5 Laws of Library Science by SR Ranganathan’s to that of Gorman’s and Crawford’s version? What similarities? Remember, these “laws” were written in different eras and generations. What factors have shaped the evolution of the laws?

While SR Ranganathan’s philosophy of a reader centered library service and a library that continuously grows in terms of collection and programs, Gorman’s and Crawford’s laws take on a perspective of library services that adhere to global citizenship, the moral implications of the profession, and the equitability of information access and creation of knowledge. This change from a stable knowledge base to a more dynamic and participatory nature can be attributed to technology, educational reforms, shifts in paradigms, philosophy and ways of knowing others and the world. 

The school library, in this event of changes and shifting paradigms, has moved emphasis from collection development to student centered services to the development of lifelong learning skills (a belief system). Three ideas are perpetuated in lifelong learning: collaboration; leadership and technology (Information Power, 1998). With these movements, the role of the school librarian takes on new forms. The school librarian is a teacher, an instructional technologist, instructional planner, and a library manager. 

It used to be that library management is the only work expected of us. Even the educational and academic preparations I received from library school taught me skills in running an effective and efficient library. But, the dynamic flow of information and the constant flux by which it is stored, created and communicated has changed all that I learned from university. It is essential that school librarians, you and I, do more than just catalog, classify, keep indexes and orient users on the library, its systems, collection and staff, and conduct inventory at the end of the year. It is imperative that when we collaborate with teachers in the delivery of the school’s instructional programs the library skills instruction that we do, whether embedded with Information Literacy skills or Media Literacy is contextualized on students’ culture and experiences. We need to know the pedagogy and develop macro thinking skills to understand the school’s curriculum. Pedagogy and curriculum are two entities that define our collection development program. When teachers plan their unit lessons, we are with them as instructional consultants, helping them source out resources, both in school and outside the community, and providing them with a wide array of learning tools and technology. Furthermore we function as dialogue partners of teachers and school leaders in discussing methods, strategies and techniques in teaching students with different learning needs and styles. As technological advancements surround and bombard us with all forms and variety of information, school librarians need to be guided by three principles: upholding intellectual freedom; adherence to legal standards; and the observance of professional ethics. 

As a parting shot, here are tips, I wish to share with you to stay relevant.

a. Take care of yourself.

b. Know your heart's desire or your passion as a school librarian.

c. Follow that passion or that desire. Life will reward you. However, as a prerequisite, you have to know how to truly reflect on your desires. In other words, discern.

d. Heed the call of universal goodness.

e. Be a lifelong learner yourself.

Thank you for bearing with me. I hope that I was able to touch on the conference’s themes. Remember, you and I, we are school librarians. We are relevant.

The 2nd Filipino ReaderCon

Last year, around September, Flips Flipping Pages, a group of Filipino readers and book bloggers, teamed up with publishers to stage the 1st Filipino ReaderCon at the Manila International Book Fair. The event was a roaring success both on site and online venues. And because of the warm reception of Pinoy readers and book bloggers that the organizers experienced from last year, they're having a second run of the conference on August 18, 2012 at the Filipinas Heritage Library. The theme of the conference this year is, "United We Read". This time, Flips Flippine Pages is collaborating with the National Book Development Board and the Ayala Foundation.

The conference promises a program that caters to all Filipino readers. Specifically, the objectives of the conference are:

* provide support, instruction, and social time for book club members and book bloggers
* celebrate readers and reading in the Philippines
* promote a closer connection between readers and writers and/or publishers
* acknowledge beloved Filipino books through the Readers’ Choice Book Awards


Yours truly will be a panelist for the topic “Reading Everywhere: Scanning the Reading Environment.” The organizers invited me to discuss what bookstores do and don’t do for readers, how you would characterize the Filipino reader from the perspective of a bookseller or librarian, what the current gaps in bookselling are, and whether libraries are still important. The panel will be at 9:15 AM to 10:35 AM.

It is going to be an interesting panel since the organizers gave me discussion points that I am eager to talk about as well. The last in the list of talking points is extremely challenging. Everyone seems to be asking of the relevance of libraries in this day and age.

I hope to see you there!

School Libraries and Student Achievement

 In 2008, Scholastic published a compilation of school library researches dubbed as School Libraries Work! This document contains position statements of the National Commission on Library and Information Science of the US and highlights of school library related researches that were conducted in nineteen US states (from Alaska to Colorado; Ohio to Pennsylvania; Missouri to New Mexico) and in one Canadian province (Ontario). Researches conducted by the groups of Lance et.al (2002); Kuhlthau et. al (2004); Smith (2006); Todd (2004, 2005,. 2006) spanning two decades showed similarly remarkable findings. The results of the empirical studies reflect the indispensable value of school libraries contributing greatly to student achievement. The presence of school libraries in the lives of children in grade school and high school levels lead to higher test scores; school library programs and services firm up study skills and research skills; the collaboration between teacher and school librarian leads to authentic learning with in the classroom and outside its four walls. The report further identifies four strong points on the role of school libraries (2008).

a. School libraries have an important role in teaching.

School librarians design programs that support the curricular offerings of the school. From the collection development program to the instructional program, school librarians consult, collaborate and work with teachers and school leaders for the planning and implementation of such. School libraries offer flexible teaching schedules to accommodate individual students, small group and big group classes.

b. School libraries are leading the way for technology use in schools.

School libraries provide information access to all. With this provision comes the technology necessary for students, teachers and school community to use information. Computers with Internet access are present in moodier school libraries. School librarians facilitate the training of these technologies to clients and users.

c. School libraries inspire literacy.

Students learn from the books, computers and resources available in the school library. When they read these resources and learn from them, a host of literacy and numeracy come into play.

d. School libraries don't matter without certified school librarians.

School libraries manned by certified school librarians are more likely to make a difference in the lives of students. The academic requirements and professional experience of certified school librarians prepared them to manage library systems, structures, programs, services in a wide array of technology and different learning styles and needs of students. Certified school librarians are bound by law and moral obligations to fulfill the task, mission, vision and goals of the learning institution.

     The tremendous effect of this research prompted legislators in the US to create a commission on school libraries called National Commission on Libraries and Information Science (June 2007). The commission submitted the following resolution to the US Congress:

a. School libraries be given and provided with up to date resources from print and nonprint materials;

b. School librarians or school library media specialist be given a "highly qualified" classification;

c. Every school library be staffed by a highly qualified, state certified school library media specialist.

         In the UK, Williams, Cole and Wavell (2002) conducted a critical review of literature pertaining to the impact of school libraries on student achievement and learning in primary schools. Evidences to prove and support the positive correlation between school libraries and student achievement were present. The following were identified as factors to learning: teacher and librarian collaboration; quality and variety of collection; adequate funding; flexible provisions of the library’s services and programs; quality and frequency of library input and participation in support of teaching and learning; qualified library staff; standards to enhance effective teaching and learning experiences. 

       The Australian version of the study (Lonsdale,2003) reported the same findings but distinguished the following factors as affective and effective to student achievement and learning: information literacy skills integration in the curriculum and strong computer network connecting the library to the classroom. The study also shows that provision of school libraries lead to an exposure to print rich environment and free voluntary reading. This develops comprehension, grammar, spelling, vocabulary and writing style of students. A positive effect of school libraries in students’ self-esteem, confidence and sense of responsibility for their own learning is indicated as well.

      Indeed, these consistent findings on school library research support the idea that school libraries are fundamental and vital to a learning community. Later, we will hear a paper presentation on the same topic and it will be interesting to see the similarities of the studies.

      Given these research findings and personal testimonies on the power of libraries to transform lives and the potential of school librarians as agents of change, let’s us now look at school library practices, promotion and advocacy, legislation and government initiatives on national level and in the international scene.

School Libraries Transform Lives

      In a recent regional conference in Bacolod by the Rizal Library and the International Association of School Libraries (IASL) last April 27-28, 2012, many school librarians from local private schools presented papers based on research and practices, projects and initiatives which they implement in their respective school libraries. However, a gaping hole was left open by the public school library sector. This is a reflection of the current state of school librarianship in the country. Private school libraries are better funded. Private school librarians have wider exposure to professional learning networks. Despite the revised School Library Guidelines (Order no. 56, s 2011) of the Department of Education that indicates staffing requirements for school libraries and standards of operations to be followed by both sectors, public school library system is faltering.

     Then again, hope floats.

    Collaborative projects between librarians in public and private schools are happening. The Book Mobile project of De La Salle Zobel (Marco, 2011) is aimed at providing books to public school children in the Muntinlupa district. The school librarians of De La Salle Zobel tell stories when the Book Mobile visits a public school. Another De La Salle School, the one in Lipa, Batangas City conducts the same outreach project. The school librarians of De La Salle are cognizant of the literacy values brought by books and reading. They have chosen the public schools in their district who are lacking in reading materials as recipients of their outreach activities. Similarly, the MUNTIPARLAS (Muntinlipa, Paranaque, Las Pinas School Association of School Librarians) conducts regular storytelling sessions and book donations to public schools in the area. By exposing public school pupils and students to books on top of the prescribed textbook readings

     As I mentioned at the start of my presentation, Sambat Trust, a UK charity that assists public school libraries in Tanauan, Batangas by establishing a curriculum and context based library collection is on its seventh school library project. It provides teacher training to public school teachers on literacy activities and basic library operations.

     With the implementation of the K-12 program of the Department of Education this school year, PASLI (Philippine Association of School Libraries, Inc.) organized a forum where school librarians listened, asked questions on the new program. The roles of school librarians were also discussed to prepare the mindset in the successful implementation of the K-12 curriculum. The forum speaker, Dr. Ed Hizon identified three roles of the school librarian in light of the K-12 curriculum. School librarians are library managers, instructional technologists and teachers too. I will flesh out these roles later before the end of my keynote. In the forum, a clamor for a standardized library instruction program where information literacy skills and media literacy are embedded came about. This would be PASLI’s challenge in light of the K-12 program.

   

     Speaking of library instructional programs, private school libraries like the Ateneo de Manila High School Media Center and the Assumption College Integrated School Libraries continuously update, not only their collection development program, but their instructional program too. The former implements an Information Literacy Skills Program following Kuhlthau's Guided Inquiry paradigm and model of information processing (Cabunagan, 2011). The later, on the one hand, enriches its library instruction program for the elementary grades by subscribing to the Lexile - Academic Enrichment Program of Scholastic. The program helps the school librarians gauge the readability levels of students and matches them with books they can confidently read (Nera, 2011).

    In the international scene, IASL and the IFLA (International Federation of Library Associations) reports school library initiatives and activities from different parts of the globe. I am impressed at the speed in which school library associations in Europe, the Americas and progressive countries address issues like transliteracy, Web 2.0 applications, cloud computing and media literacy.

In Portugal, public libraries are creating family reading programs. By coordinating with schools, reading programs for children as young as the toddler age are set up. In Honduras, training for school librarians was designed by Lesley Farmer through a grant. Swedish school libraries are being established through new legislation supporting school library development. Next month, a reading conference cum book festival for children in Thailand, sponsored by the The Knowledge Park, will host librarians from Korea, Malaysia,  Indonesia, Singapore and the Philippines. A topic of interest in the said conference is on school libraries in the digital age for which, yours truly will present.

Position papers like the School Library Manifesto (IFLA 2002) and the "A Library for Every School" proclamation (IFLA, 2010) serves as guide for practicing school librarians in the field. The manifesto contains the mission, vision and goals of the school library for which, on top of local and national standards, can be used as a set of principles to anchor school library practice on. The UNESCO's white paper on the Literacy Decade (2003 - 2013) explains the contribution of the school library in actualizing the provision of the right to read and the access of information to all. Another document which school librarians will find informative and helpful would be the new Media Literacy Curriculum by the UNESCO. In light of all the talk, discussion and belief in providing literacy opportunities for all ages, gender and race, technology is one area where school librarians are expected to use as a tool and manage as an environment. I have not entirely read the Media Literacy Curriculum handbook, but this is one document every school librarian must read and examine. If anything, such developments in the practice of school librarianship need further analysis.

The Role of the School Library and Librarian in the Digital Age

Below is the abstract of the paper I am going to present in Bangkok on July 12-13, 2012 during the 10th Book Festival and the The Knowledge Park Reading Conference

Abstract

Technology is a game changer. The advent of the 21st century brought many technological challenges to school libraries. It affected the ways school librarians plan and implement library programs, as well as, the conduct of library services and operations. This paper compares two paradigms in which traditional library practice is based on versus current schools of thought on library practice as espoused by thinkers in the profession. From here, the 21st century roles of the school library and the school librarian are enumerated. The implications that these new roles demand on school administrators and the school librarians are identified. Position statements on the contributions of school libraries to the attainment of literacy goals are included together with researches that prove the relevance of school libraries to student achievement. The last part of the paper is a brief report on school libraries, literacy and reading initiatives in the Philippines.

Apart from the paper presentation, I will also sit in a panel to discuss on the theme: Empowering Children for the ASEAN Future.

School Libraries in Teaching and Learning for All

This is part two of the paper I read during the ASDAL Conference's special session for Adventist school librarians.

 

Literacy Development through School Libraries: The Sambat Trust School Library Project

Sambat Trust is a UK based charity whose project on school library development in Tanauan, Batangas has benefitted seven schools in the town. Since 2007, Sambat Trust has involved the community, barangay officials and parents, in setting up a school library for the children in seven barangays in Tanauan. School leaders speak of the impact the libraries have made in the lives of pupils and students, so far. 

Dr. Carandang (District Supervisor, North Tanauan) believes that libraries develop confidence among students. She notices that students become confident if they see that their school has a library and other facilities. She narrates that a few years ago, she could tell which kid is from the bukid (farm) or mountain by examining their appearance. The bukid (farm) kid usually looks down and has diffident eyes. But now, students from the bukid (farm) can look straight and has more confidence. She attributes this to Sambat Trust Foundation’s project of installing libraries. She also recalls that before, the students and the teachers hide during school visits, announced or unannounced. But now, they have the confidence to say that they have a new library and other facilities.

Confidence brought about by the libraries sums up her program: Read Today! Lead Tomorrow! She insists that reading contributes positively to every child’s self-esteem and confidence. To reinforce Sambat Trust library installations, she has also launched programs that promote reading such as putting up mini-libraries inside each classroom. Elementary students also have DEAR (Drop Everything and Read) time, where each student is expected to grab a book and just read. They also have DEAS (Drop Everything and Share) time, where students share to their classmates what they have read during DEAR time. It ensures that students did read and would have a meaningful learning after reading.

The former school principal of Sambat Elementary School, Mrs. Emelinda Delante, mentions that the school library is one of the many factors that contribute to the school’s high achievement scores and students’ increased confidence to compete in local, regional and national academic contests and sports competitions. She said that the donated school library of Sambat Trust has been instrumental in this endeavor. Her teachers used the books in the library on top of the required textbooks.

Teachers do a variety of reading comprehension strategies from guided reading, silent reading, read-alouds and one-on-one reading activities. Low performing pupils are given priority. Teachers would call for them at lunch break and do a fifteen to twenty minute reading intervention. This happens from Monday to Friday until exam week comes in. The books in the library are materials used for such cases. During recess and dismissal, pupils could freely go to the library for reading time. Here, they get to choose books and a reading material of their choice and simply enjoy a quiet time reading.

There is no full time librarian assigned in the school libraries set up by Sambat Trust, however, school leaders supervise their teachers closely enough to use the resources of the library.

Librarians are Teachers Too. And more!

Madeleine Rex wrote in her blog, Word Bird, an essay that explains the necessity of school libraries in high school. I thought I was reading an essay by an experienced school librarian, but no, Madeleine is a teenager who loves books, reading and libraries. She cites sources and quotes experts in the field of school librarianship to justify her belief in school libraries as essential to the development of functional literacy and the enjoyment of reading fiction. 

Below is an excerpt of her essay which I took from her blog.

...librarians are almost as important as the libraries themselves. They are teachers just like any other….By giving librarians sufficient funds, schools are also giving them the means to buy the books and tools that complement the curriculum. In my experience, the librarian has been a friend. They listen to what students have to say about specific books or series, and they work to serve the students by stocking the library with the books they know the kids like to read.

We need more students like Madeleine Rex who will rally behind us. Who will campaign for us and the important roles librarians play in the school community. We can not do it alone. We need to look at teachers and school leaders who value the benefits that school libraries bring to the teaching and learning experience because they are the immediate partners we can work with. By working together, we can actualize the library services and learning programs we have for children and young adults. We need to see how library services for children and teens make a difference in the life of the young people it serves; that what we do now for them has a stake in their future. By being aware of the impact of school libraries and the services it provide children, teens, teachers, school leaders and the learning community, librarians and school libraries are must haves.

The stories I presented are personal in nature. Let us look at what research has to say about school libraries and the impact they have to the community they serve.

Library Succes Stories

This is part one of the paper I read during the ASDAL Conference's special session for Adventist school librarians.

My School Library Experience

I got my first library card when I was in grade one. I was only six years old then. Our library at that time looked like a cave with its walls painted white. There were books on display and we were allowed to choose books we can borrow for a period of time. The librarian, Ms. Oliva, was a plump lady with a cute little smile. On that first visit, she gave a library orientation that focused on the expected behavior at the library. She and my grade one class adviser wrote the title of books on the library card. My mother, who is a librarian, borrowed books for me from the school library where she worked. As I grew up, my reading choices changed and developed too.

These days, to borrow books from the school library I use my ID number which is logged in by default in the library database. To read online journals and encyclopedia articles, I use a username and password. At home, I log in the Internet and, clicking the Bookmark button of my web browser, open the school library's OPAC for instant searching of books and resources.

As a teenager, I read the Hardy Boys, Nancy Drew, Sweet Dreams Romance Series, Judy Blume, Cynthia Voight, Madeline L'Engle and Ursula Le Guinn. My kids, age 15 and 11 years old respectively, read graphic novels, the Harry Potter series, Capt. Underpants, John Green, Neil Gaiman, and yes, Twilight. Sigh. To keep up with my high school students I read what they read, and more! A good number of them could not understand the book format, so we acquired three Kindles. This coming school year, we begin developing our ebook collection.

In the 80s and well into the early 90's I owned a Sony walkman and collected audio tapes. Two years ago, I bought myself an iPod and my eldest taught me how to search for free mp3 downloads online. I could use the sync and Bluetooth features of my iPod to transfer audio and video files from one gadget to the other.

A lot has changed since the day I received my first library card. But I remain a reader, a user and consumer of information who seek to derive meaning and construct knowledge from the constant flux of all these information.

Libraries Change Lives: A Tale of Two Writers

Candy Gourlay, an award winning writer and journalist based in the UK, wrote with fondness in her blog about Miss Evelyn Diaz, her grade school librarian at St. Therese's College. Miss Diaz allowed her to read beyond the number of books required of elementary grade school students to borrow. Miss Diaz saw in Candy, a child who needed a space to dream, reflect and wonder through books and reading. It did Candy a lot of good. She met characters like herself from the stories she read. Eventually, she broke out of her shell and became a journalist in the 80's. During the People Power revolution, she was there at the front lines doing her job for the freedom and democracy.

When Neil Gaiman received his Carnegie Award in 2010 for his young adult novel, The Graveyard Book, he waxed poetic on the magical realms he discovered in public libraries when as a child, his parents would drop him off the library. He may have spoken of public libraries in his acceptance speech, but the services which it provided children opened many fantastic opportunities for the young Neil Gaiman to imagine other worlds that we now find in his fiction. He pointed out the dynamic ways that children’s librarians reach out to young readers, becoming bridges between books and readers and developing, in the process, a community who continuously learn. Lamenting the budget cuts that UK libraries were experiencing, he ended by saying that libraries are the future. To cut down the library budget would be, in Gaiman’s word, a terrible thing to steal from the future to pay for today.

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