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derived evidence to make decisions about how the school library can best
meet the instructional goals of the school.
In order to accomplish this, school libraries need to systematically collect
evidence that shows how their practices impact student achievement; the
development of deep knowledge and understanding; and the
competencies and skills for thinking, living, and working.
[…] holistic approach to evidence-based practice in school libraries
involves three dimensions: evidence for practice, evidence in practice, and
evidence of practice.
Ross Todd(2008) “the Evidence – Based Manifesto for School Librarians”
• Identifica-se um problema;
• Recolhem-se evidências;
• Avaliam-se, interpretam-se as evidências recolhidas;
• Procura-se extrair conhecimento que oriente futuras acções e que delineie
caminhos. Centra-se a pesquisa, mais uma vez, no impacto e não nos
imputs.
(Todd, 2003)
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“ Let's take a more in-depth look at these roles. First and foremost,
today's school librarian is a teacher, primarily of information literacy. But
the school librarian also partners with classroom teachers. Information
Power describes this dual role: as a teacher, the school librarian
"collaborates with students and other members of the learning community
to analyze learning and information needs, locate and use resources that
will meet those needs, and to understand and communicate the
information the resources provide." As a partner, the school librarian
"joins with teachers and others to identify links across student
information needs, curricular content, learning outcomes, and a wide
variety of print, nonprint, and electronic information resources.”
E para finalizar a minha reflexão, termino com uma citação do texto de Ross Todd,
que, quanto a mim, resume todo o papel do novo Professor Bibliotecário e os
desafios que lhe são propostos pelo actual Modelo de Auto-Avaliação e que todos
gostaríamos de poder alcançar:
“At a fundamental level then, the instructional role of the school librarian,
in proactively engaging with the curriculum and learning goals of the
school, is formational as well as informational, interventionist and
integrative, supportive and service oriented, and it is both outcomes-
oriented and process-oriented. Against this backdrop, school as an
inclusive, interactive and empowered learning community, particularly
centre around professional practice being informed by research, a
pedagogy directed to knowledge construction, and in the emerging
context of outcomes-based education, a focus on evidence-based practice
where the central contribution of the instructional role of the school
librarian to learning outcomes is clearly understood, documented and
celebrated.”
Barrancos, 12/11/2009
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