After more than three years of negotiations and intense involvement from many stakeholders, Member States of the United Nations agreed to a final version of the post-2015 Development Agenda – now known as 2030 Agenda. The new 2030 Agenda is a framework of 17 Sustainable Development Goals with a total of 179 Targets spanning economic, environmental and social development. They lay out a plan for all countries to actively engage in making our world better for its people and the planet.
Among those involved in the negotiations was the International Federation of Library Associations (IFLA) who helped to ensure that access to information, universal literacy, safeguarding of cultural and natural heritage, as well as access to Information and Communication Technologies (ICT) were strongly represented across the Agenda.
The IFLA is the leading international body representing the interests of library and information services and their users. It is the global voice of the library and information profession.
Read the full Agenda:
This American website seeks to build capable readers by promoting independent, self-selected reading remains key and recognizes that it takes a schoolwide culture to help reach that goal.
This page lists 25 valuable tips and ideas to help your school or district create a schoolwide reading culture that supports independent reading.
The Canadian study The Crisis in Canada’s School Libraries was recently released, revealing a less than ideal state of school libraries in English Canada. A new survey paints an equally dire picture of Quebec’s school libraries. In Enquête sur la situation des bibliothèques scolaires, (French only), the Quebec federation of teachers’ unions, (FPPE – Fédération des professionnelles et professionnels de l’éducation du Québec), depicts a rather somber situation regarding Quebec school libraries.
A number of schools are still without a library. Schools that do have a library often misuse the space: it may be used as a cafeteria, meeting room or as a place for unruly students to settle down. In addition, the state of the collections of books is troubling: books are often outdated, in bad condition or inappropriate for young readers. There is an almost total lack of digital resources.
This state of affairs is partly due to a widespread ignorance of the role librarians play. Too often, school libraries are the responsibility of well-meaning employees or volunteers who do not possess the expertise to manage a library and acquire and promote various collections of books.
In 2008-09, the Quebec Department of Education, Recreation and Sport implemented measures to promote the hiring of school librarians. With these measures, the number of school librarians increased to 107 in 2012, a significant improvement over the situation prevailing in the 1990s. Nonetheless, while schools boards have all the financial means to hire them, 19 school boards still do not have librarians and a total of nearly 100 school librarians are needed throughout the province. The FPPE is therefore recommending maintaining the measures promoting the hiring of school librarians.
This situation is grim, as it does nothing to foster a joy of reading among students. As Johanne Pomerleau, FPPE president, stated: “Reading promotes success at school and socially among young people. Quebec students deserve that investments be made to create and maintain reading habits that will stay with them for a very long time”. We could not agree more.
For more details, please refer to the survey Enquête sur la situation des bibliothèques scolaires (survey on the state of school libraries, in French only).
Today’s schools are experiencing a great deal of change. Just as the rest of the world’s political, social, economic, and scientific realities have been shifted by swift advances in information and communication technology, so too has education. These forces are altering the way people work, play and learn. Schools are being challenged to harness the unfamiliar yet incredibly fascinating opportunities presented by this transformation… all while ensuring students emerge with the skills they need, not only to survive, but to thrive.
Development of a Learning Commons addresses this challenge.
Read the Ontario Library Association’s Report here: Together for Learning
People for Education released a report this morning on First Nations, Métis and Inuit students in Ontario’s publicly funded schools. Although there is understandable focus on the issues of on-reserve education, the vast majority of Aboriginal students (82%) attend provincially funded schools in Ontario boards and education authorities.
People for Education worked with an advisory group from a wide array of First Nations and Métis organizations to develop the report, using new data from a survey of over 1100 Ontario schools.
The report notes that:
- 24%of schools with higher than average proportions of Aboriginal students have a teacher-librarian, compared to the 56% provincial average.
- There is an average percentage point gap of 14.75% when comparing Aboriginal students’ reading test scores to other students’.
Read the entire report here.
UK Lecturers in a teacher-training program on how “developing teachers’ subject knowledge of children’s literature can contribute to a child or young person’s enjoyment of reading” and how “teachers who read for pleasure have better book knowledge and feel more confident, calm and stress-free in the classroom.”Bowers, Jo and Davis, Susan. “Why teachers should read more children’s books.” The Guardian, July 25, 2013.