Learning Context Analysis

In District XYZ there is no existing standardized training available for paraprofessional school librarians. Because most school libraries in the district are not run by certified professional librarians, it is important that paraprofessional librarians be trained in basic information literacy skills, so that they are able to model and promote these skills to students.

The district employs one certified professional librarian. While this librarian has the responsibility of managing the middle school library, she also holds the position of district library coordinator. As such, although her available time outside of her own library is limited, the district library coordinator will offer continued support and follow up with the paraprofessional librarians after training.

One observed constraint in the district library program’s organization is that paraprofessional librarians are reluctant to ask for help or support from the library coordinator. Many of these paraprofessionals have been the sole manager of their school’s library for several years, and may see the newly appointed district coordinator’s help as an intrusion. Additionally there is a lack of unity among paraprofessional librarians and little continuity in the management of library programs from school to school. Participation in the training workshops may open the lines of communication among librarians, and will instill continuity by making the modeling and promotion of information literacy skills a priority among all school library programs.

Training in information literacy skills will optimally take place within the middle school library. This school is centrally located within the district, and its library is properly organized according to library standards. There is adequate space, and all resources needed such as computers, internet access, online catalog, and databases are available in this location. Because training will take place in a library, there will be a high level of transferability of these skills to the libraries in which the paraprofessional librarians work.

Paraprofessional librarians in District XYZ are required to complete18 hours of off clock training and development per year. Training workshops need to be offered toward this 18 hour requirement or during normal school hours because paraprofessionals are not offered an additional stipend or incentive for training time beyond this requirement.

5 Whys: Identifying the Learning Problem

Why #1:

I would like to design instruction to teach information literacy skills to the paraprofessional library managers and other teachers in my district because there is no such training available locally.

Why #2:

This is a problem because many educators lack the training to maximize the potential benefits of the library program on student learning and to teach information literacy skills to their students.

Why #3:

This is a problem because almost all educators and students will need information literacy skills in order to be successful in the 21^st Century.

Why #4:

People will not be prepared for 21^st Century school programs, jobs, or even everyday tasks, without the information literacy skills needed to:

•  use existing and emerging technologies
•  effectively research information
•  critically evaluate and use information
•  do so safely and ethically

I feel that the above ‘why’ sufficiently uncovered the root of the problem. It also has helped me to be more specific on the scope of the ID project by revealing specific skills that citizens need in the 21st century. This exercise has helped me to see that the purpose of this project is to equip as many citizens as possible with information literacy skills by first equipping those who teach. I can teach these skills directly to students, but how many more students can I reach by equipping a team of educators to do the same?

We should not only use the brains we have but all that we can borrow.

-Woodrow Wilson