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Institution:
BDP
- Pedagogical Documentation Library
(from 1999 changed
into INDIRE - The National Institute of
Documentation for Innovation and Educational Research)
Florence
Address:
Indire
via M. Buonarroti 10
50122 Firenze
Tel.: 055.2380301
Fax: 055.2380395
Contact persons:
Marisa Trigari (research
coordinator)
Raffaele Mazzella
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The Italian Ministry of
Education – Study and Planning Office asked the
Pedagogical Documentation
Library of Florence (BDP) to do the following
research:
“The School Library: service,
tool, observatory for promoting school culture – Multimedia educational
resources centre (CREMS) Project”.
Its main task is “to
found the theoretical bases and to provide informative data” in order to:
·
enhance school
libraries in the
development of autonomous learning and mastery and critical use of information
resources;
·
realize
prototypes for education of librarians and documentalists.
The aims of the research project are:
·
a survey about school
libraries, in order to know what works in them;
·
a feasibility study
for their regulatory reorganization.
Working Methodology
Three facets:
1. Theoretical:
the literature on this topic
(especially key IFLA documents and French, Canadian and English materials) is
analysed and discussed.
2. Documentary
information: through the
European network EURYDICE information are collected about European school libraries
and school documentation centres, their statutes, staff and functioning ways;
this information arrived with official documentation, statistical
data, additional documentation;
3. Search
on the field: it has been
carried out in Italy, France, England, Denmark, Germany in order to
analyse the state of the art, trends and pilot projects in this sector; the
Italian situation is compared with the others and every country shows specific
features.
The
survey
In Italy the survey tools
are:
·
a questionnaire for
qualitative analysis;
·
case studies for
qualitative analysis.
The detailed questionnaire was sent to a sample of school libraries; this sample
– representative of all schools, with their different levels and typologies, in
the different country areas – was provided by the Italian Ministry of Education
– Study and Planning Office. The Pedagogical Documentation Library of Florence (BDP)
attended to distribute questionnaires and collect data.
The response rate was of 53%.
A special attention has been
paid to the secondary schools.
The results
- examined in the final report - show a widespread deficit in every respect
(operators’ competencies; how school librarians are integrated into the
didactic educational planning etc.).
Case selection (Italy and foreign countries)
The research group has
defined the case selection criteria.
Key items:
·
Descriptive-interpretative case study approach;
·
Reputational case
selection
Library project
systematically integrated into curricula is a preferential element.
In Italy,
in addition to the reputational case selection sampling method, the
representativity criterion – for models, geographic areas, school levels and
degrees – has been used.
In the foreign
countries, the criterion has
been to prefer countries whose library models are original and very
characterised – for equipment, relations with the territory and the public
library, documentary approach vs. bibliotheconomic one, integration into
the curriculum, new technologies’ use: so that England, France, Denmark and
Germany have been selected.
Inside these countries, the case selection sampling method has been applied
through the Eurydice network and using the universities’ and libraries’
networks.
A common observation grid
has been set up in order to obtain a homogeneous data analysis.
CREMS
professional profiles
The
model
What is CREMS (Multimedia Educational
Resource Centre for Schools)
The model
put at the centre of the debate and of school community proposals has the
following characteristics:
CREMS is a resource
centre in a learning environment - under the direct responsibility of
a teacher/documentalist holding a permanent post and assigned to it
full-time - where:
-
multimedia
documentation resources (books, software) are integrated into the learning
process and into problem solving;
-
multimedia
documentation resources (books, software) are integrated into the in-service
training of teachers;
-
abilities and strategies for the competent
use of information are developed;
-
different teaching styles are experimented;
-
the pleasure of independent research and
reading is fostered;
-
a habit of documenting and sharing products
of experimentation and teaching innovation is developed in teachers;
-
positive forms of
socialisation, in a spirit of openness towards the external world,
co-operation, and a respect for rules can be experienced;
-
cross-curricular
activities are carried out, fostering didactic continuity, guidance, and
continuing and permanent education.
The CREMS by definition
is not self sufficient, but sets out to be the nucleus of a wider information
system within the community and the major information networks.
Keywords: school libraries –
school documentation – use of information resources – use of information - multimedia educational
resources centre – learning environment – competent use of information –
information skills – information search strategies – school librarians’ role –
teacher documentalists’ role – multimedia documentation resources – learning
processes – independent research – reading pleasure – autonomous learning –
education for librarians and documentalists – European survey about school
libraries – questionnaire – case studies – qualitative analysis – common
observation grid |
