Guidelines
A
Position Statement on Effective School Library Programs
in Canada
Adopted by The Canadian Library Association in November
2000, and subsequently by the Canadian Association
for School Libraries in 2004.
Rationale
A
major goal of education in Canada is to develop students
who are informed, self-directed and discriminating
learners. To be effective citizens in a society rich
in information, students need to learn skills which
will allow them to locate and select appropriate information,
to analyze that information critically, and to use
it wisely. An educational program that will prepare
students for the twenty-first century must emphasize
the information-handling skills that are critical
to the processes of critical thinking and problem
solving.
The
school library is an essential component of the educational
process, contributing to the achievement of educational
goals and objectives through programs and services
that implement and support the instructional programs
of the school. The role and responsibility of the
school library lies in the development of resource-based
programs that will ensure that all the young people
in our schools have the opportunity to learn the skills
that will enable them to become competent users of
information. The school library also houses and provides
access to resources in a variety of formats and in
sufficient breadth and number to meet the demands
of the curriculum and the varied capabilities and
interests of the students. These materials provide
the essential support for resource-based teaching
and learning.
The
school library program is most effective when it is
an integral part of the instructional program of the
school and when information skills are integrated
in a developmental and sequential way with subject-specific
skills and content. The program is developed jointly
by teachers and teacher-librarians who work co-operatively
to plan, implement and evaluate resource-based units
of study. Through such planned and purposeful activities
students learn how to retrieve, evaluate, organize,
share and apply information objectively, critically,
and independently. As well, they are given opportunities
to grow intellectually, aesthetically and personally.
The
school library exists within a particular context
and is shaped by policy set at national, provincial
and local levels, by professional standards and research,
by educational objectives and curriculum requirements,
and by the expectations of the administration, the
staff and the community. Basic levels of support are
required in order to develop library programs and
services that are congruent with the educational goals
of the school, the curriculum and the needs of the
learners. Support from the provincial ministry of
education, from the local school district, and from
the administration and teaching staff of the school
are all important to the success of the program. This
support involves the development of policies and procedures
related to the school library, and provision of such
prerequisites as personnel, facilities, resources,
and budget.
Each
of these factors has an impact on the richness of
the program that can be offered. As the number of
qualified teacher-librarians increases, services and
programs can become more extensive, and can affect
the educational goals of the school more significantly.
As collections of resources increase in quantity,
size and scope, students' individual learning styles
and needs can be met more effectively. Provincial
and district services provide support for the program
in the local school by enabling library personnel
to spend more of their time working with teachers
and students.
The
connection between the school library program and
the education of our young people is a crucial one.
As support increases, more effective program development
is possible. As programs expand, the impact of resource-based
learning on students is more pronounced. All students
in our schools should have access to effective school
library programs. All our young people must have the
opportunity to develop the skills they require to
reach their fullest potential, to become independent,
lifelong learners, and to live as active, responsible
members of society.
[Copyright
has been released by CASL for non-profit educational
use]
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©2007 Canadian Association for School Libraries
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