A report from the BCTF to the members of the legislative assembly
http://www.bctf.ca/publications/NoteFromTeachers.aspx
Tuesday, March 20, 2007
Thursday, March 1, 2007
Good article on self censorship
I commend Murray Corren for his timely argument against a parent’s right to remove her child from parts of the curriculum ("A censor? Who, me?" Jan./Feb. 2007 Teacher). Last year I had a child removed from my class production of A Christmas Carol because the parents objected to the Christmas (not Christian) overtones. The child clearly wanted to participate in the play and, in my view, would have benefitted from doing so.
If it can be shown that parts of the provincial curriculum are harmful to the development of a child, reason would dictate that the curriculum be changed. The governmentally sanctioned policy of pulling one child out of the classroom seems wrong, not only because of what the child will miss, but because the other children would suffer—if indeed the curriculum was harmful. Of course no parent(s) has convinced the provincial
Also in your Jan./Feb. issue of Teacher, is a letter from Richard Peachey who maintains that a parent should, and does, possess the right to remove her child from parts of the curriculum for "genuine conscientious reasons." What Peachey finds objectionable is homosexuality. Yet the position of our courts and governments, as made plain in The Charter of Rights and Freedoms, is that homosexuality is acceptable in our society. As Corren rhetorically asks, how can a parent be allowed to restrict learning stimuli from her child that the society has affirmed to be worthwhile and in a child’s best interest to learn?
For "genuine conscientious reasons" our provincial government has included instruction on same sex families. I think it is timorous for the same government and school boards to permit some parents to dispense with parts of the curriculum, particularly instruction that promotes sensitivity toward people with a different sexual orientation. Peachey’s putative right to deny his child this instruction is not defensible in a society expressly opposed to bigotry and hate.
Jim McMurtry, Surrey
If it can be shown that parts of the provincial curriculum are harmful to the development of a child, reason would dictate that the curriculum be changed. The governmentally sanctioned policy of pulling one child out of the classroom seems wrong, not only because of what the child will miss, but because the other children would suffer—if indeed the curriculum was harmful. Of course no parent(s) has convinced the provincial
Also in your Jan./Feb. issue of Teacher, is a letter from Richard Peachey who maintains that a parent should, and does, possess the right to remove her child from parts of the curriculum for "genuine conscientious reasons." What Peachey finds objectionable is homosexuality. Yet the position of our courts and governments, as made plain in The Charter of Rights and Freedoms, is that homosexuality is acceptable in our society. As Corren rhetorically asks, how can a parent be allowed to restrict learning stimuli from her child that the society has affirmed to be worthwhile and in a child’s best interest to learn?
For "genuine conscientious reasons" our provincial government has included instruction on same sex families. I think it is timorous for the same government and school boards to permit some parents to dispense with parts of the curriculum, particularly instruction that promotes sensitivity toward people with a different sexual orientation. Peachey’s putative right to deny his child this instruction is not defensible in a society expressly opposed to bigotry and hate.
Jim McMurtry, Surrey
Tuesday, February 20, 2007
Liberal budget fails students
BC students have been ignored in the Liberal government's budget-a document that fails to improve students' learning conditions-but focusses resources on additional bureaucratic government assessment and data collection.
"There is nothing here for our students," says Jinny Sims, president of the BC Teachers' Federation. "Public education does not benefit from BC's robust economy. Overall, education funding in relation to the province's GDP continues to decline, and the government continues to pay less per pupil than it did in 1990." The government would need to increase funding to school boards this year by more than $200 million to restore funding to 1990 per student levels.
Sims says, "This budget provides virtually nothing to improve education services for our kids, and certainly, there is nothing to ensure students receive the learning resources that are so lacking in our schools."
Sims says, "The premier's priority is literacy, but there is a disconnect in this budget as it does nothing to address the real needs of students in our classrooms. Instead, the government implements one-off literacy programs that are nothing more than photo ops.
The budget fails our most vulnerable students and the government concedes that its education system does not perform well in serving some groups. Sims says, "This budget provides nothing to help the critical needs of students who require additional assistance to succeed. Our students with special needs are ignored. Over the past four years, we have lost many of our specialist teachers, such as librarians, counsellors, and learning assistance and special education teachers."
Instead of providing our kids with the learning conditions they need, this government is focussing on the further bureaucratization of our schools and collecting data. Neither leads to improved learning.
"There is nothing here for our students," says Jinny Sims, president of the BC Teachers' Federation. "Public education does not benefit from BC's robust economy. Overall, education funding in relation to the province's GDP continues to decline, and the government continues to pay less per pupil than it did in 1990." The government would need to increase funding to school boards this year by more than $200 million to restore funding to 1990 per student levels.
Sims says, "This budget provides virtually nothing to improve education services for our kids, and certainly, there is nothing to ensure students receive the learning resources that are so lacking in our schools."
Sims says, "The premier's priority is literacy, but there is a disconnect in this budget as it does nothing to address the real needs of students in our classrooms. Instead, the government implements one-off literacy programs that are nothing more than photo ops.
The budget fails our most vulnerable students and the government concedes that its education system does not perform well in serving some groups. Sims says, "This budget provides nothing to help the critical needs of students who require additional assistance to succeed. Our students with special needs are ignored. Over the past four years, we have lost many of our specialist teachers, such as librarians, counsellors, and learning assistance and special education teachers."
Instead of providing our kids with the learning conditions they need, this government is focussing on the further bureaucratization of our schools and collecting data. Neither leads to improved learning.
Thursday, February 1, 2007
A censor? Who, me?
(BC Teacher: 2007 January/February) by Murray Corren
I have just finished gushing to a colleague about the Breadwinner trilogy of children’s novels written by Canadian writer Deborah Ellis and how they would make a thought-provoking choice for literature circles in her Grade 5 class.
"Oh, but I have a child in my class who is Muslim and his mother is very sensitive about anything touching on that. In fact, I would have to let her read the books first before I could use them in my class," she replies.
In the September issue of Teacher, I published an interview I conducted with Ellis during the World Peace Conference in which we discussed the trilogy. The novels tell the story of the experiences of two girls whose lives were profoundly affected when the Taliban ruled Afghanistan. When I asked her what message she hopes her books send to young readers, Ellis replied, "If kids who read my books remember them when they get to be decision makers, and their government says it’s time to go to war, hopefully they’ll remember that there are real people under those bombs... and will think seriously before letting their government get away with killing [those people] in their name." It seems to me that is a pretty important message to give to kids who are about to become the adults of tomorrow.
But should a teacher allow one parent’s sensitivities to decide whether or not these, or any other children’s novels, be read in her classroom? To what extent do we deprive children of opportunities to view the world from a variety of perspectives because of a fear of parental backlash? Whose worldview should we privilege and whose should we censor? Who should decide what gets taught and what doesn’t?
I have seen and heard about numerous other examples of how we self-censor in our classrooms or have our classrooms censored for us. At one elementary school where I taught, two children were excused from the entire year’s music classes because of their parent’s religious beliefs. Last year, when C.S. Lewis’s The Lion, the Witch, and the Wardrobe hit the big screen, a teacher who intended reading the novel to his Grade 3 class stopped doing so after the first chapter when a child indicated he couldn’t sit through the read-aloud because he is a Jehovah’s Witness. A student teacher told me of a parent who insisted his child was not to see any images of people or animals where the eyes could be seen and that she had to black them out! I am certain just about every teacher in this province could tell similar stories.
So, the question then is: What rights do parents have to determine what parts of the provincially mandated curriculum their children will learn and how they will learn it? Many teachers may be surprised to learn that those boundaries are very restricted and, have, for years, been clearly defined by the Ministry of Education. The policy, currently described as the Alternative Delivery Policy, clearly defines the areas of the curriculum where students and their parents or guardians may arrange for alternative delivery of instruction; namely, the Health curriculum organizer of Health and Career Education K to 7, Health and Career Education 8 and 9, and Planning 10, and the Personal Development curriculum organizer of Personal Planning K to 7. The policy does not apply to any other prescribed learning outcomes in those IRPs. Nor does it apply to any other BC provincial curriculum.
In a letter from the deputy minister sent to all the education partner groups in September 2006, this policy was, once again, reiterated "in order to clarify some common misunderstandings" with regard to its application. "The policy does not permit schools to omit addressing or assessing any of the prescribed learning outcomes within the health and career education curriculum," the letter states, and goes on to say, "Neither does it allow students to be excused from meeting the expectations of any prescribed learning outcomes related to health. It is expected that students who arrange for alternative delivery will address the learning outcomes and will be able to demonstrate that they have done so."
Just so that we are all clear, the Alternative Delivery policy applies only to the health organizers of the above-named IRPs and to no others. What this means is that there are no other areas of the curriculum that students have the option of not being in attendance or accessing alternative means by which to achieve the required learning outcomes. So, when a student says he or she can’t participate in lessons, other than those of the health organizers, for whatever reason, our response needs to be that they are required to be in attendance and are not exempted from meeting the prescribed learning outcomes.
This brings us back to the examples described earlier where teachers have allowed parental pressure to determine what and how we teach to meet the requirements of the curriculum. As professionals, we have a duty to address the learning needs of all our students by ensuring that they be exposed to ideas, materials, and knowledge that informs and educates them about the world in which they live. When we relinquish our right to professional autonomy and bend to the dictates of a small segment of the parent population, we do a disservice to our students as a whole.
So, when a parent declares that a teacher’s choice of a novel to be used in class must be vetted by the parent first; when, in social studies, children are learning about the different family models, a parent objects to the inclusion of same-sex parented families; or when a child is not permitted to attend music or physical education classes because of the religious beliefs of the family, we need to take a stand. Our response should be, "This is the public education system and I am required to follow the mandated provincial curriculum. If you are not happy about that, there are other educational options available to you and to your child."
I have often heard it said that if we take such an approach, we shall lose students to the private education system. My response to such an assertion is, an overwhelming number of parents want their children educated in a public system that reflects the values of a diverse and inclusive Canadian society, values espoused in the Canadian Charter of Rights and Freedoms. In other words, why should we allow ourselves to censor and dumb down public education and reduce it to its lowest common denominator simply because the system doesn’t meet the needs of a few parents and their children?
Let us now replay the encounter I described at the beginning of this article. This time, the teacher immediately sees the value in using novels such as the Breadwinner trilogy with her students, asserts her professional autonomy, and declares, "I think it’s important for my students to learn about the plight of children in Afghanistan, and I’m going to use those books to help them see the world from another perspective."
My question to all of us, as the guardians of public education, is: Are you prepared to protect and uphold the right to do what is best for all your students, to provide them with quality opportunities to learn about the world around them, and to fend off efforts to censor teachers and, ultimately, the children we teach? I hope your answer is a resounding, "Yes!"
Murray Corren is a Coquitlam teacher at the Winslow Centre, Curriculum and Staff Development Department.
The Alternative Delivery Policy can be found on the ministry’s web site at: www.bced.gov.bc.ca/policy/policies/alt_delivery.htm.
I have just finished gushing to a colleague about the Breadwinner trilogy of children’s novels written by Canadian writer Deborah Ellis and how they would make a thought-provoking choice for literature circles in her Grade 5 class.
"Oh, but I have a child in my class who is Muslim and his mother is very sensitive about anything touching on that. In fact, I would have to let her read the books first before I could use them in my class," she replies.
In the September issue of Teacher, I published an interview I conducted with Ellis during the World Peace Conference in which we discussed the trilogy. The novels tell the story of the experiences of two girls whose lives were profoundly affected when the Taliban ruled Afghanistan. When I asked her what message she hopes her books send to young readers, Ellis replied, "If kids who read my books remember them when they get to be decision makers, and their government says it’s time to go to war, hopefully they’ll remember that there are real people under those bombs... and will think seriously before letting their government get away with killing [those people] in their name." It seems to me that is a pretty important message to give to kids who are about to become the adults of tomorrow.
But should a teacher allow one parent’s sensitivities to decide whether or not these, or any other children’s novels, be read in her classroom? To what extent do we deprive children of opportunities to view the world from a variety of perspectives because of a fear of parental backlash? Whose worldview should we privilege and whose should we censor? Who should decide what gets taught and what doesn’t?
I have seen and heard about numerous other examples of how we self-censor in our classrooms or have our classrooms censored for us. At one elementary school where I taught, two children were excused from the entire year’s music classes because of their parent’s religious beliefs. Last year, when C.S. Lewis’s The Lion, the Witch, and the Wardrobe hit the big screen, a teacher who intended reading the novel to his Grade 3 class stopped doing so after the first chapter when a child indicated he couldn’t sit through the read-aloud because he is a Jehovah’s Witness. A student teacher told me of a parent who insisted his child was not to see any images of people or animals where the eyes could be seen and that she had to black them out! I am certain just about every teacher in this province could tell similar stories.
So, the question then is: What rights do parents have to determine what parts of the provincially mandated curriculum their children will learn and how they will learn it? Many teachers may be surprised to learn that those boundaries are very restricted and, have, for years, been clearly defined by the Ministry of Education. The policy, currently described as the Alternative Delivery Policy, clearly defines the areas of the curriculum where students and their parents or guardians may arrange for alternative delivery of instruction; namely, the Health curriculum organizer of Health and Career Education K to 7, Health and Career Education 8 and 9, and Planning 10, and the Personal Development curriculum organizer of Personal Planning K to 7. The policy does not apply to any other prescribed learning outcomes in those IRPs. Nor does it apply to any other BC provincial curriculum.
In a letter from the deputy minister sent to all the education partner groups in September 2006, this policy was, once again, reiterated "in order to clarify some common misunderstandings" with regard to its application. "The policy does not permit schools to omit addressing or assessing any of the prescribed learning outcomes within the health and career education curriculum," the letter states, and goes on to say, "Neither does it allow students to be excused from meeting the expectations of any prescribed learning outcomes related to health. It is expected that students who arrange for alternative delivery will address the learning outcomes and will be able to demonstrate that they have done so."
Just so that we are all clear, the Alternative Delivery policy applies only to the health organizers of the above-named IRPs and to no others. What this means is that there are no other areas of the curriculum that students have the option of not being in attendance or accessing alternative means by which to achieve the required learning outcomes. So, when a student says he or she can’t participate in lessons, other than those of the health organizers, for whatever reason, our response needs to be that they are required to be in attendance and are not exempted from meeting the prescribed learning outcomes.
This brings us back to the examples described earlier where teachers have allowed parental pressure to determine what and how we teach to meet the requirements of the curriculum. As professionals, we have a duty to address the learning needs of all our students by ensuring that they be exposed to ideas, materials, and knowledge that informs and educates them about the world in which they live. When we relinquish our right to professional autonomy and bend to the dictates of a small segment of the parent population, we do a disservice to our students as a whole.
So, when a parent declares that a teacher’s choice of a novel to be used in class must be vetted by the parent first; when, in social studies, children are learning about the different family models, a parent objects to the inclusion of same-sex parented families; or when a child is not permitted to attend music or physical education classes because of the religious beliefs of the family, we need to take a stand. Our response should be, "This is the public education system and I am required to follow the mandated provincial curriculum. If you are not happy about that, there are other educational options available to you and to your child."
I have often heard it said that if we take such an approach, we shall lose students to the private education system. My response to such an assertion is, an overwhelming number of parents want their children educated in a public system that reflects the values of a diverse and inclusive Canadian society, values espoused in the Canadian Charter of Rights and Freedoms. In other words, why should we allow ourselves to censor and dumb down public education and reduce it to its lowest common denominator simply because the system doesn’t meet the needs of a few parents and their children?
Let us now replay the encounter I described at the beginning of this article. This time, the teacher immediately sees the value in using novels such as the Breadwinner trilogy with her students, asserts her professional autonomy, and declares, "I think it’s important for my students to learn about the plight of children in Afghanistan, and I’m going to use those books to help them see the world from another perspective."
My question to all of us, as the guardians of public education, is: Are you prepared to protect and uphold the right to do what is best for all your students, to provide them with quality opportunities to learn about the world around them, and to fend off efforts to censor teachers and, ultimately, the children we teach? I hope your answer is a resounding, "Yes!"
Murray Corren is a Coquitlam teacher at the Winslow Centre, Curriculum and Staff Development Department.
The Alternative Delivery Policy can be found on the ministry’s web site at: www.bced.gov.bc.ca/policy/policies/alt_delivery.htm.
Free library cards!
(BC Teacher: 2007 January/February)
The Ministry of Education recently sent out notices to all students in the province offering them a "free" public library card.
Coquitlam teacher, Jennie Boulanger wrote the following letter to her MLA:
Dear Diane Thorne, MLA
I am a resident of your constituency and an elementary teacher in Burquitlam’s riding. Please find enclosed a class set of notices given to me today to distribute to my Grade 4 students.
If you could be so kind, please return these to Honorable Minister of Education Shirley Bond. I find it appalling that our precious tax (education) dollars would be spent on such an outrageous piece of (false), self-congratulatory propaganda.
I’m sure that there was at least one BC student not eligible for a free public library card prior to our current government’s probable policy change. What I’m not so sure of is why the money for this lovely letterhead and distribution to probably 500,000 students wasn’t spent on buying library books for schools instead.
Once again, we are subjecting our children to a shameless piece of advertising. "...our government’s way of encouraging you to ...enjoy the gift of reading." Indeed.
Unfortunately, my 10-year-olds didn’t receive these to take home. Instead we discussed how this "news" seemed strange, considering that we have been to two local public libraries already this school year and already had our "free" library cards for some time. Some students brought up concerns about saving our trees instead of using paper needlessly for notices such as these.
Perhaps (if a Spring Session is held) you could bring up some of our future-voters’ concerns in Legislature. Thank you for considering my request.
Jennie Boulanger, Coquitlam
The Ministry of Education recently sent out notices to all students in the province offering them a "free" public library card.
Coquitlam teacher, Jennie Boulanger wrote the following letter to her MLA:
Dear Diane Thorne, MLA
I am a resident of your constituency and an elementary teacher in Burquitlam’s riding. Please find enclosed a class set of notices given to me today to distribute to my Grade 4 students.
If you could be so kind, please return these to Honorable Minister of Education Shirley Bond. I find it appalling that our precious tax (education) dollars would be spent on such an outrageous piece of (false), self-congratulatory propaganda.
I’m sure that there was at least one BC student not eligible for a free public library card prior to our current government’s probable policy change. What I’m not so sure of is why the money for this lovely letterhead and distribution to probably 500,000 students wasn’t spent on buying library books for schools instead.
Once again, we are subjecting our children to a shameless piece of advertising. "...our government’s way of encouraging you to ...enjoy the gift of reading." Indeed.
Unfortunately, my 10-year-olds didn’t receive these to take home. Instead we discussed how this "news" seemed strange, considering that we have been to two local public libraries already this school year and already had our "free" library cards for some time. Some students brought up concerns about saving our trees instead of using paper needlessly for notices such as these.
Perhaps (if a Spring Session is held) you could bring up some of our future-voters’ concerns in Legislature. Thank you for considering my request.
Jennie Boulanger, Coquitlam
Monday, December 11, 2006
Thousands spent on free library cards
(BCTF E-news, Vol. 6, no. 5, December 11, 2006)
The minister of education has spent thousands of dollars sending letters to parents of all K12 students telling them their children are now eligible for a free public library card.
Most public libraries in the province provide cards free of charge already. Some people are upset at this enormous waste of money, especially in light of the number of school libraries that have been closed or had their hours reduced.
There is over fifty-years research showing that a well-stocked and properly staffed school library will improve academic achievement.
The minister of education has spent thousands of dollars sending letters to parents of all K12 students telling them their children are now eligible for a free public library card.
Most public libraries in the province provide cards free of charge already. Some people are upset at this enormous waste of money, especially in light of the number of school libraries that have been closed or had their hours reduced.
There is over fifty-years research showing that a well-stocked and properly staffed school library will improve academic achievement.
Friday, December 1, 2006
The teacher-librarian: A students’ best bet to acquire information literacy skills
(BC Teacher: 2006 November/December) by Lesley Edwards
One of the truly gratifying aspects of my job as a secondary school teacher-librarian is the work I do with teens helping them to become better at finding useful information on the Internet.
I remember the Grade 12 student who appeared in the library with panic written all over her face. "I spent all weekend searching the web for information for my project and couldn’t find a thing. The assignment is due in two days." I asked her what her topic was and immediately pulled up three great sites using a Google search. She looked at me incredulously. "How did you do that?" she asked. Now this was a hardworking, intelligent student and yet she was flummoxed by a simple search. She had no idea how to use keywords effectively.
I remember a class doing a project on substance abuse. They had been given clearly defined questions to answer and yet several of them were having difficulty. When I checked with them to see what keywords they were using for their search they replied, "Shrooms." With a little coaching they were able to come up with the term psilocybin, which netted them sites from sources such as Brown University’s health education page. They learned that a search using slang results in sites that offer unreliable or biased information. I then directed them to the links provided at the bottom of Brown’s page where additional reliable information could be found.
Without expert guidance, how many students will learn to use a directory like the Librarian’s Internet Index at http://lii.org/, or go beyond the first page of Google to discover how to do an advanced search? How many know about the great online databases that many schools and all public libraries subscribe to? How many know that even the creator of Wikipedia does not recommend it for student use? And finally how many know how to evaluate a web site for accuracy, authority, and reliability?
Try this at home. Do a Google search using the keywords "Martin Luther King." The first hit seems great, but closer examination shows that it is hosted by Stormfront, a white supremacist group. Similarly, the first result of a Google search for "In Flanders Fields" takes you to the American Arlington Cemetery site, the second is a Belgian museum with nothing about the poem. The eighth is hosted by a Canadian white supremacist group—the Canada First Immigration Reform Committee. There are great teaching and learning opportunities here, but those "teachable moments" are too often lost when teacher-librarians are not part of the research process.
Public librarians also offer great information services but are more likely to provide the answer teenagers need rather than teaching them how to find the answer for themselves. When a class comes to the school library to do research, I make sure that part of their session includes learning and practicing information literacy skills.
For me, teaching information literacy is all about the process, the skills of finding information, judging its quality and usefulness, paring it down to essentials, and recombining it in ways that challenge the user to employ higher-order thinking skills. It’s about using information ethically and with integrity. We don’t hand teenagers the keys to the family car without training them to drive, so why are we so willing to turn them loose on the Internet without strategies for navigating successfully and staying safe? Who better to provide solid Internet-use strategies than a teacher-librarian?
Lesley Edwards is a teacher-librarian at Seycove Secondary School, North Vancouver.
For further information, read the following:
• "The Crisis in Canada’s School Libraries: The Case for Reform and Re-Investment" by Ken Hancock at www.peopleforeducation.com/librarycoalition/Report03.pdf.
• A report prepared for the National Library of Canada, "Elementary and Secondary Schools: The Role, Challenges and Financial Conditions of School and School Library Resources in Canada" at www.collectionscanada.ca/9/14/index-e.html
• "School Libraries and Student Achievement in Ontario" at www.accessola.com/osla/graphics/eqao_pfe_study_2006.pdf.
One of the truly gratifying aspects of my job as a secondary school teacher-librarian is the work I do with teens helping them to become better at finding useful information on the Internet.
I remember the Grade 12 student who appeared in the library with panic written all over her face. "I spent all weekend searching the web for information for my project and couldn’t find a thing. The assignment is due in two days." I asked her what her topic was and immediately pulled up three great sites using a Google search. She looked at me incredulously. "How did you do that?" she asked. Now this was a hardworking, intelligent student and yet she was flummoxed by a simple search. She had no idea how to use keywords effectively.
I remember a class doing a project on substance abuse. They had been given clearly defined questions to answer and yet several of them were having difficulty. When I checked with them to see what keywords they were using for their search they replied, "Shrooms." With a little coaching they were able to come up with the term psilocybin, which netted them sites from sources such as Brown University’s health education page. They learned that a search using slang results in sites that offer unreliable or biased information. I then directed them to the links provided at the bottom of Brown’s page where additional reliable information could be found.
Without expert guidance, how many students will learn to use a directory like the Librarian’s Internet Index at http://lii.org/, or go beyond the first page of Google to discover how to do an advanced search? How many know about the great online databases that many schools and all public libraries subscribe to? How many know that even the creator of Wikipedia does not recommend it for student use? And finally how many know how to evaluate a web site for accuracy, authority, and reliability?
Try this at home. Do a Google search using the keywords "Martin Luther King." The first hit seems great, but closer examination shows that it is hosted by Stormfront, a white supremacist group. Similarly, the first result of a Google search for "In Flanders Fields" takes you to the American Arlington Cemetery site, the second is a Belgian museum with nothing about the poem. The eighth is hosted by a Canadian white supremacist group—the Canada First Immigration Reform Committee. There are great teaching and learning opportunities here, but those "teachable moments" are too often lost when teacher-librarians are not part of the research process.
Public librarians also offer great information services but are more likely to provide the answer teenagers need rather than teaching them how to find the answer for themselves. When a class comes to the school library to do research, I make sure that part of their session includes learning and practicing information literacy skills.
For me, teaching information literacy is all about the process, the skills of finding information, judging its quality and usefulness, paring it down to essentials, and recombining it in ways that challenge the user to employ higher-order thinking skills. It’s about using information ethically and with integrity. We don’t hand teenagers the keys to the family car without training them to drive, so why are we so willing to turn them loose on the Internet without strategies for navigating successfully and staying safe? Who better to provide solid Internet-use strategies than a teacher-librarian?
Lesley Edwards is a teacher-librarian at Seycove Secondary School, North Vancouver.
For further information, read the following:
• "The Crisis in Canada’s School Libraries: The Case for Reform and Re-Investment" by Ken Hancock at www.peopleforeducation.com/librarycoalition/Report03.pdf.
• A report prepared for the National Library of Canada, "Elementary and Secondary Schools: The Role, Challenges and Financial Conditions of School and School Library Resources in Canada" at www.collectionscanada.ca/9/14/index-e.html
• "School Libraries and Student Achievement in Ontario" at www.accessola.com/osla/graphics/eqao_pfe_study_2006.pdf.
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