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Teachers must become comfortable as co-learners with their students and with colleagues around the world. Today it is less about staying ahead and more about moving ahead as members of dynamic learning communities. The digital-age teaching professional must demonstrate a vision of technology infusion and develop the technology skills of others. These are the hallmarks of the new education leader.

—Don Knezek, ISTE CEO, 2008

I have always considered myself very fortunate to work in a school division where professional development is highly valued in support of student learning. As outlined by our Board of Trustees’ annual statement of educational priorities, professional development at all levels is a significant area where I believe our division excels. The priorities for professional practice and learning state that “effective use of technology to support student learning” continues to be one of “several professional development topics [that] will receive sustained focus to support educators’ abilities to program for the whole child.”

For most educators, the integration of technology into professional practice and learning is both stimulating, yet challenging. As Camilla Gagliolo observes in her article “Help teachers mentor one another,” what makes it such an exciting time for educators are the “rapid changes and evolution of Web 2.0 tools and applications [that] are providing new opportunities for innovation in education.” However, if teachers are to make effective use of these emerging technologies, they need to develop “new strategies and methods for teaching that will integrate technology across the curriculum” (Ketterer, 2008).

21st century technology skills

Camilla Gagliolo challenges educators to consider how we are using technology in our schools to support student learning when she asks:“How best can we, as technology leaders, inspire teachers to take advantage of these opportunities to engage students in 21st century learning?”

In “A professional development menu,” Kimberley Ketterer states that “ensuring access to 21st century technology skills for all students begins with teachers feeling comfortable using them in their teaching and learning environment” (Ketterer, 2008). The emergence of new technologies calls “for new strategies to meet the needs of today’s digital learners” (Gagliolo, 2008).

The International Society of Technology in Education publishes the National Educational Technology Standards for both students and teachers (with an administrators’ version currently in draft). NETS for Teachers encourages“using technology to learn and teach,” through the following:

• facilitate and inspire student learning and creativity
• design and develop digital-age learning experiences and assessment
• model digital-age work and learning
• promote and model digital citizenship and responsibility
• engage in professional growth and leadership

Source: NETS for Teachers 2008

A digital divide of technology fluency

In the article “Revamping professional development for technology integration and fluency,” Sandra Kay Plair reveals that “veteran teachers” struggle “to gain technological fluency” and “to incorporate technology into their teaching and core content” (Plair, 2008). When veteran teachers resist moving forward in integrating technology in their content areas, a digital divide widens “between themselves and their increasingly tech-savvy students” (Plair, 2008). Students learning in classrooms where the teacher has not made technology integration a priority, are subject to contributing to a digital divide between students who use technology to support their learning at school and those who do not.

In “Faculty development for the net generation,” the authors state that technology integration can “catalyze innovations in learning across generations” and that “fluency with information technology is imperative today” (Moore, Moore & Fowler, 2005). In order to keep FIT (fluent in information technology), teachers today need three kinds of knowledge:

1. contemporary skills (ability to use computer applications and apply information technology in real time)
2. foundational concepts (basic principles and ideas of computers, networks and information technology)
3. intellectual capabilities (ability to apply information technology in high-level thinking situations)

Teachers can bridge the digital divide by developing greater awareness in meeting students’ learning needs using technology, enabling their own professional development and technological skill development, and integrating “pedagogy, learning space design, technology, support, policies – to enable successful learning.” Professional development for teachers will continue to be an ongoing process “because technology, pedagogy, and practice” are constantly evolving (Moore et al., 2005).

Teacher-librarians as “knowledge brokers”

The idea of teacher-librarians as “knowledge brokers” that enhance a professional development model is an interesting one that bears further consideration. Knowledge brokers, like teacher-librarians, collaborate with others, stay current of new technology tools, prepare technology-related activities, learn new technologies and how to infuse them into curricula. Knowledge brokers make themselves available to meet staff needs, facilitate change and offer leadership by bringing teachers together to learn about technology (Plair, 2008).

Recognizing the leadership potential of the teacher-librarian becomes critical to meeting emergent learning needs and preparing students for success in a workplace that relies more and more on the use of technology.

Implications for Teaching and Learning

When the new Literacy with ICT Across the Curriculum was first published in 2006, school divisions in Manitoba chose different plans of attack when considering how best to implement the new continuum in their respective schools. While many opted to phase the model in gradually over several years, our division chose to immediately immerse our students and staff in developing computer literacy from Kindergarten to Grade 8. Such a bold move also required an infusion of professional development opportunities to support both student learning and teacher. One of the most successful initiatives included a series of early years, intermediate and junior high secondments of groups of teachers who met for three days to plan activities that incorporated best teaching practices with the “big ideas” of the new ICT continuum. The resulting projects became the basis of a divisional resource bank of technology-infused lessons that all teachers could access and use in their classrooms.

Since 2006, our divisional operating budget has included funds directly allocated to the professional learning needs of our school library personnel including teacher-librarians, library assistants and library technicians. Technology integration is best realized when it is interwoven throughout the professional development opportunities for our school library staff. Both teacher-librarians and library support staff play important leadership roles in guiding students and staff in the implementation of emerging technologies. Strategies that work for our school library personnel include:

• teacher-librarians see technology integration as a priority for literacy development and differentiated instruction
• the instructional technology coordinators and the library coordinator collaborate on facilitating PD opportunities for all school library staff (combination of teacher collaboration and funding from both library and ICT budgets makes professional learning not only possible but more powerful)
• new teacher-librarian and library assistant orientations include a technology component
• teacher-librarian PD becomes more concentrated and takes place over a two-day release period
• teacher-librarians frequently model both the “coaching” and “nurturing” styles described by Kimberley Ketterer in her article “Coach, nurture, or nudge” (2007).
• part-time library staff are accommodated and compensated so they can attend critical sessions
• in order to maximize our budget, we have sought out joint-PD sessions with other school divisions which allows us to do more with less. For example, Doug Johnson is scheduled for September 2009 – difficult for one school division to host on its own, but very affordable when four divisions participate and share the costs

An approach to professional development

Our approach to providing professional development for integrating technology into teaching and learning has involved a scaffolded approach over the last three years. We have “ordered” and continue to partake of many of the items from Kimberley Ketterer’s professional development menu including equipment training, “hands on” and “levelled” workshops, peer coaching, demos, webinars, after-school mini-sessions, “drop-in” help in schools and debriefing sessions, as well as the development and execution of a three year PD plan for teacher-librarians.

Our recent inquiry and ICT initiative would seem to support Gagliolo’s assertation that “powerful learning takes place when teachers teach other teachers in a peer-to-peer network” (Gagliolo, 2008).

September 2008

Teacher-librarians spend two days with Carol Koechlin learning how to build a culture of inquiry, develop curiosity through questioning and design assignments worth the effort.

October 2008

Teacher-librarians and classroom teachers begin working together as instructional partners to support inquiry and the implementation of the ICT continuum over a 2-day release period.

Instructional Technology Coordinator provides instructional teams with “just in time” learning and demos of new technologies throughout the planning session. The support continues by tech request when the project is underway in the schools.

March 2009

Teacher-librarians and classroom teachers return to share their projects and reflect on how their instructional partnership supported student learning through inquiry and the integration of educational technology. The evidence gathered indicates that the projects have been a great success and the coordinators plan for a future rotation.

Judi Harris reminds us that when it comes to providing professional development for teachers, “one size doesn’t fit all” (2008). This will be an important consideration to keep in mind as we mentor both veteran teacher-librarians, as well as those who are new to teacher-librarianship.

The characteristics for effective professional development defined by the National Staff Development Council can be applied as a checklist to evaluate our current teacher-librarian PD practices:

• is conducted in school settings (sometimes, more frequently becoming so)
• is linked to schoolwide efforts (always)
• is concrete (always)
• is planned and offered by teachers (almost always)
• is differentiated according to teachers’ differing needs and interests (somewhat, but this is an area identified for further growth)
• addresses goals and contains learning activities that are chosen by teachers (almost always)
• emphasizes demonstrations, trials of new tools and techniques, and opportunities for participants to both receive and give feedback (almost always)
• is ongoing over time (always)
• provides ongoing assistance and support on-call (always)

Source: National Staff Development Council

It will be necessary to regularly access the needs of our teacher-librarians as new technologies continue to emerge and evolve. The impact of teacher-librarian professional development and technology integration on student learning will continue to document the evidence that guides our future direction.

Has the use and integration of educational

technology improved teaching and learning?

Absolutely

Technology integration is the incorporation of technology resources and technology-based practices into the daily routines, work, and management of schools. Technology resources are computers and specialized software, network-based communication systems, and other equipment and infrastructure. Practices include collaborative work and communication, Internet-based research, remote access to instrumentation, network-based transmission and retrieval of data, and other methods. This definition is not in itself sufficient to describe successful integration: it is important that integration be routine, seamless, and both efficient and effective in supporting school goals and purposes.

Technology in Schools Task Force (2003)

Information and communication technologies provide students and teachers with an open window to the outside world. In education, our relationship with technology has evolved over time. What began as a trend where we learned how to use new technologies, is now focused on supporting student learning through the integration of technology (Oncu, Delialioglu & Brown, 2008).

Today, teachers understand that the future success of our students will depend on our educational system’s ability to equip our children with the skills required to survive in a society relying more and more on the use of technology. Educational technology prepares students for “lifelong learning in a rapidly changing technological society,” regardless of their prospective career goals (Integrating your technology, 2007).

Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions – as accessible as all other classroom tools.

National Education Technology Standards for Students, ISTE

The integration of technology into our classrooms does not always mean abandoning traditional tools, but providing new choices that have wider appeal to personal learning preferences. In the article “Meaningful technology integration in early years environments,” students engage in inquiry use digital cameras and microscopes, but they also use paper, crayons and pencils. “Integrating technology into the curriculum involves turning technology into a tool that enhances student learning in a subject matter area or multidisciplinary setting” (Integrating Your Technology, 2007).

The cursor joins the… pen.

The hard drive joins the… filing cabinet.

The monitor joins the… a piece of paper.

The CD-ROM joins the… book, encyclopedia.

The digital joins the… analogue.

The colour laser printer and paint programs join the… box of markers.

The mimio joins the… chalkboard.

The document camera joins the… overhead.

The blog joins the… daily journal.

The subscription database joins the… periodicals.

In an age where information is vast and quick access a necessity, students and staff are required to develop skills that will enable them to locate, select, analyze, record, organize and communicate information, using a variety of resources and tools. The Internet has changed the way we gather and manage information. Educational technologies are taking an active role in research, in acquiring information and in presentation. Teacher-Librarians are already providing leadership in the implementation of new information technologies, expanded views of literacy and the education of students, parents and staff in their use.

Technology is an essential tool in curriculum delivery and it is used to promote thinking, both in the creative and the critical sense. Self-expression does not really change with technology as it will always be important for students to find a voice for their thoughts. They will always have a need to record their learning and a stage from which to present their new understandings. Students will also benefit by studying the ideas and expressions of others.

As information and communication technologies continue to impact our daily lives, schools play an important role in educating students and staff in their use, as well as providing digital equity to diverse communities of learners. Not only is the information landscape changing, but our concept of literacy education is also expanding. Without question, teaching and learning have gone through a period of positive transformation in recent years due to the integration of educational technologies in our school programs and curricula.

Learning to learn

Technology allows students to take ownership for their own learning by teaching themselves and constructing personal meaning. Video tutorials and podcasts on the Internet provide students and teachers with information and instruction on a wide variety of topics. Technology encourages students to “find their own teachers online” and everyone has the potential to be your teacher (Richardson, 2009).

Student Achievement

Educational technology has been proven to have a positive effect on student achievement:

ISTE [Iinternational Society for Technology in Education] members have monitored research on the effectiveness of technology in education on student outcomes for more than 20 years, and one convincing trend has emerged: when implemented appropriately, the integration of technology into instruction has positive effects on student achievement.

In reviewing peer-reviewed journal articles on the effects of education technology integration on achievement, seven studies published since 2000 have shown significant effects in mathematics, and fourteen articles have shown significant effects in reading and literacy.

Technology and student achievement – the indelible link (2008)

21st Century Skills

The integration of educational technology equips students with 21st century skills such “as the abilities to communicate, collaborate, analyze, create, innovate, and solve problems” (Technology and student achievement – the indelible link, 2008)

New Tools

Teachers are learning that video-sharing web sites like YouTube, TeacherTube, and United Streaming can be accessed for quick videos to illustrate a point or enhance a lesson. As Joyce Valenza states “there is no better tool for analysis than a blog” and “no better tool for synthesis than a wiki.”

Access to information in real time

The integration of educational technology in our schools allows students access to unlimited information at the click of a mouse button. In the article “Meaningful technology integration in early learning environments,” when a teacher and her students need an expert opinion, the children “dictate an e-mail message to a local paleontologist” while the teacher types their questions (Wang, Jaruszewicz, Rosen, Berson, & Bailey 2008).

Collaboration

A technology-rich environment encourages collaboration as students “learn together, rather than on their own.” Using technology often means that students need to learn how to share equipment and troubleshoot technical problems when computers don’t work properly. Technology makes collaboration simpler and more efficient with the use of e-mail, video conferencing, websites and wikis (Williams, Atkinson, Cate & O’Hair, 2008)

Creativity and innovation

Technology in the classroom gives students new and creative ways in which to develop their “ideas and opinions, for communicating and collaborating with others, and for enhancing problem solving and personal fulfillment” (Integrating Your Technology, 2007). Digital storytelling allows students to combine words, pictures and sound to tell a story or convey a message using critical thinking skills. When used appropriately, educational technologies can “promote deeper student thinking and understanding” (Oncu, Delialioglu & Brown, 2008).

Globalization of communications

Technology brings people from all over the world together, allowing students to develop greater understanding of one and other. “The plight of different peoples in the world who suffer from poverty, starvation, disease, and major catastrophic events becomes available instantly” (Benton-Borghi, 2007). Blogs have also emerged as “communication tools that create a variety of authentic writing experiences for students and teachers” (Mullen & Wedwick, 2008) before a global audience.

Differentiated instruction

Educational technology enables all students to receive the instruction they need, as they need it. Dr. Hope Benton-Borghi describes the integration of educational technologies on teaching and learning as “remov[ing] the shackles of the discriminatory one-size-fits-all modality of print.” The implementation of educational technologies in classrooms means that both the gifted, and students with learning challenges, can have their needs met in the same instructional setting. Effective technology integration makes this possible.

Special needs

Educational technologies provide new opportunities for learning for students with special physical, learning, behavioural and emotional challenges. Technology can often be “customized” to accommodate a student’s particular need. For example, “specially designed digital cameras allow children to take pictures by pressing an attached switch” (Wang et al., 2008). Educational technologies can frequently be adapted to meet special needs and allow children increased independence in their use.

Student-directed learning

The integration of technology often gives students more choice in their learning. Students make choices based on their skills, the learning task and their personal preference. Educational technologies support and extend student learning through inquiry across the curriculum.

Student Engagement

In the article, “Mutual support between learning community development and technology integration: impact on school practices and student achievement,” the teachers interviewed, reported that “technology increased overall student engagement” because “the extra layer of interactivity that technology brings as an instructional tool changes the way the students perceive information forever” (Williams et al., 2008). Teachers also observed an increase in attendance and a decrease in discipline problems with the integration of new technologies in their programs.

Distance Education

Distance education allows students in remote areas to attend classes via technology. Technology allows school divisions and other educational institutions to extend the curriculum and share resources. Students are no longer restricted to the courses offered at their local university. For example, students from Winnipeg who want to study teacher-librarianship can enroll at the University of Alberta and attend classes via WebCT.

Promote and document learning

The use of digital cameras makes it very affordable and convenient to document student learning and provide evidence that technology integration has a positive effect on student learning. A digital camera and email allow students to communicate with their families from school. Class web sites and teacher blogs provide new ways of communicating with parents (Wang et al., 2008).

Student Leadership

As today’s students become more skilled in using technology than their teachers, students are taking on new leadership roles. By encouraging student involvement in “technology decision making and implementation,” educators can promote “the benefits of service learning and leadership with the needs of schools struggling to integrate technology” (Martinez & Harper, 2008). Students participate in authentic tasks such as creating curriculum resources, presentations, videos and web sites for real purposes, becoming stakeholders in their own learning.

Conclusion

The potential value of technology as a tool for teaching and learning can no longer be ignored. Integrating educational technologies in the classroom provides new ways for students to learn and teachers to teach. “Classroom technologies can encourage engagement, active learning, creativity, and social interaction (Wang et al.,2008). Educational technologies are tools to improve student learning and enhance teaching, not toys with a short shelf life.

REFERENCES

Benton-Borghi, H. (2007). Are schools better than they were 20 years ago? Learning & Leading wih Technology, 34(7), 8-9.

Davis, A.P. & McGrail, E. (2009). The joy of blogging. Educational Leadership, 66(6), 74-77.

International Society for Technology in Education. (2007). National Educational Technology Standards for Students. Available at http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm

International Society for Technology in Education. (2008). Technology and student achievement – the indelible link. Available at http://www.iste.org/Content/NavigationMenu/Advocacy/Policy/59.08-PolicyBrief-F-web.pdf

Lawless, K.A. & Pellegrino, J.W. (2007). Professional development in integrating technology into teaching and learning. Review of Educational Research, 77(4), 575-615. Retrieved March 14, 2009, from ProQuest Education Journals.

Martinez, S. & Harper, D. (2008). Working with tech-savvy kids. Educational Leadership, 66(3), 64-69.

Mullen, R. & Wedwick, L. (2008). Avoiding the digital abyss: getting started in the classroom with YouTube, digital stories, and blogs. The Clearing House, 82(2), 66-69.

National Center for Education Statistics. (2007). Forum unified education technology suite: Integrating your technology. Available at http://nces.ed.gov/pubs2005/tech_suite/#H1

Oncu, S., Delialioglu, O. & Brown, C.A. (2008). Critical components for technology integration: how do instructors make decisions? The journal of computers in mathematics and science teaching, 27(1), 19-47.

Richardson, Will. (2009). A web of connections: why the read/write web changes everything. OLA Super Conference.

Technology in Schools Task Force (2003). Suggestions, tools, and guidelines for assessing technology in elementary and secondary education. Available at http://nces.ed.gov/pubs2003/2003313.pdf

Wang, X.C., Jaruszewicz, C., Rosen, D., Berson, I. & Bailey, M. (2008). Meaningful technology integration in early learning environments. National Association for Education of Young Children, 63(5), 48-50. Retrieved March 14, 2009, from ProQuest Education Journals.

Williams, L.A., Atkinson, L.C., Cate, J.M. & O’Hair, M.J. (2008). Mutual support between learning community development and technology integration: impact on school practices and student achievement. Theory into Practice, 47(4), 294-302.

• What legislation and school policies address the confidentiality of student information? Do these documents apply to library use?
• Are overdue notices read aloud or posted in classrooms, or are students notified privately or directly?
• Are all teachers, library staff and volunteers trained to respect confidentiality of student queries and use of library materials?
• Is the [automated] library system set to purge borrower records as soon as is feasible?
• Are library staff members trained to differentiate between queries that represent curiosity and personal interest versus those that pose a reasonable concern for the safety of students?

Source: Riehl, D. (2007). Students’ privacy rights in school libraries: balancing principles, ethics and practices. School Libraries in Canada: a journal of the Canadian Association of School Libraries. 26(2). Retrieved March 14, 2009 from http://www.cla.ca/casl/slic/262studentsprivacyrights.htm

If you have ever questioned whether or not the policies and procedures in your school library are really protecting the privacy of your clientele, perhaps a “privacy audit“ is in order.  In the article “Conducting a privacy audit,”  Helen Adams describes this term as “a process during which library staff examine what personally identifiable information is collected about each patron and the records generated about the individual’s use of library resources, services, and facilities.”  In Donna Riehl’s article entitled “Student privacy rights in school libraries: balancing principles, ethics and practices,”  the author suggests that “a privacy audit conducted at a school level might provide [library personnel with] an enlightening review of practices and identity modifications to better support students’ rights.” A privacy audit can also help library personnel to reflect on how well they address privacy concerns in regards to patron confidentiality in the following areas:

• access to client library records
• policies adopted specifically in regards to library use
• records of a patron’s personal information
• records of a patron’s circulation information
• distribution of overdue notices to students
• requests for interlibrary loans
• patron data and histories recorded by Internet search logs on school networks
• disposal of library records that contain patron information

If school library personnel thought that upholding student privacy rights in the library was difficult before the onset of the Internet, they certainly could not have imagined how challenging the task has become since the rapid growth of social networking sites. In his book Learning right from wrong in the digital age: an ethics guide for parents, teachers, librarians, and others who care about computer-using young people, Doug Johnson states that “privacy issues are a hot-button topic as citizens become more aware of how easily technology can gather, hold, and analyze personal data and how, increasingly, their own online activities can be monitored” (Johnson, 2003). In considering the issue of online privacy, students need to “protect their own privacy as well as honor the privacy of others” (Johnson, 2003).

Protecting your own privacy online

Teaching students to protect their own privacy online is really no different than teaching them how to be “street smart” in their real life. It is important for students to become savvy to online marketing and advertising, in the same way that we teach them to be wary of print media and television advertising. Students need to understand that a stranger online is no different than a stranger they might meet on the street. What is different is that online we “lose the visual clues to the other person” and we only know what we are told (Johnson, 2003).

It is a challenge for both educators and parents to ensure that children in their care learn to be “googled well” (Richardson, 2009). Children also need to understand how their online behaviour may be interpreted in the future. Their actions online may seem harmless at the time, but what will others think a year from now or a prospective employer five years from now. In “Lighting lamps,” blogger Doug Johnson advises us to write as though people we want to think well of us are reading what we write or post – a parent, a friend, a co-worker or a boss.

Respecting the privacy of others

In addition to protecting your own privacy online, students also need to learn the importance of respecting the privacy of others, including their peers, teachers and parents. The content of student work created on a computer is private, in the same way that the content of a written diary is personal. Students need to understand that just “because information appears on a computer screen doesn’t make it public” (Johnson, 2003).

In “R U Safe,” author Johanna Mustacchi asks “Who better to teach young adolescents about online dangers than other adolescents?” This article from the March 2009 issue of Educational Leadership describes how 8th Grade students took on the responsibility of educating 6th Graders about online safety and privacy. It is really impressive how middle years teacher, Johanna Mustacchi, uses her media literacy course “for motivating older students to present information on a public safety issue – and getting younger students to take it seriously” (Mustacchi, 2009). As part of this authentic inquiry project, the 8th Grade students created the following top ten list of Internet safety tips:

1. Don’t give out personal information
2. Don’t talk to anybody you don’t know
3. Use a secure password
4. Don’t give your password to anybody
5. Be careful about what you post online
6. Don’t put pictures of yourself online
7. Tell someone if you get cyberbullied
8. Be honest
9. Don’t click on pop-ups
10. Only go to sites you know are safe

Source: 8th Grade Students at Pierre Van Cortlandt Middle School. Mustacchi, Johanna. (2009). R U Safe? Educational Leadership, 66, 6. p.81.

Implications for teaching and learning

Teacher-librarians support intellectual freedom and advocate for client privacy rights on principle, but I wonder whether or not what we know and believe, always transfers into practice in our school libraries? It can be a curious situation that we find ourselves in when it comes to honouring a student’s right for privacy in a school library. The dilemma stems from the fact that teacher-librarians have a dual role in the school – first, they are teachers and in that role, act in the best interests of a child in their parent’s absence. Secondly, they are librarians who have the responsibility to uphold the ideals of intellectual freedom and privacy in the school library. So how do teacher-librarians resolve this conflict within their assignment when parents or guardians request specific library information about their child’s borrowing habits. Are parents denied access to their own child’s library circulation records when inquiring about overdue book titles, even when the child is a kindergarten student?

Concerns relating to patron privacy in a school library are not only the responsibility of teacher-librarians, but of all school library personnel including library technicians, clerks, parent volunteers and student helpers who may come in contact with personal client information. It is important that all those who work in school libraries be cognizant of what constitutes student privacy when managing personal information. For many of our school library personnel this means re-thinking how we handle circulation procedures and overdue notices. It also means re-educating our colleagues and parents to understand how libraries have a responsibility in protecting the privacy of their patrons.

According to the Canadian Library Association’s “Position on citizenship access to information data banks – right to privacy,” the policy states “that names of library users not be released to any person, institution, association or agency for any reasons save as may be legally required by Federal or Provincial laws.”  It would not surprise me if administrators, staff and parents found the school librarian’s perspective on student privacy somewhat overprotective or even excessive. Teachers posting overdue lists and parents requesting titles for missing library books have always been considered as ways in which adults help students take responsibility for borrowed library materials, not as invasions of privacy.

In some ways, I think teacher-librarians may have an easier task when it comes to convincing staff members and parents as to the importance of educating students to guard their privacy in an online environment. The Office of the Privacy Commissioner of Canada’s website includes pertinent information on Children’s Online Privacy. This site confirms that more and more young people are spending a great deal of their lives online, and as a result, they “must [learn to] navigate the challenges of protecting their personal information online.” Teacher-librarians can help students to understand that what they write and say online can profile their identity for marketing purposes. Personal data is “a hot commodity” for companies looking for trends and patterns in their preferences upon which to capitalize.

In order to address student privacy issues in the school library, my first step would be to investigate our divisional policy manual in regards to existing student privacy rights. Developing and documenting a divisional privacy policy for our school libraries, that supports both circulation and online issues, would be valuable in educating both students and staff to recognize how school library programs promote the ideals of intellectual freedom.  To support a greater understanding of common privacy issues, it would also be worthwhile for our teacher-librarians to make authentic connections to the affective domain of our Manitoba Literacy with ICT across the curriculum.  This area of the continuum identifies “respecting others’ privacy” and “protecting personal information” as examples where students can apply an ethical and responsible use of ICT.  By embedding these ideals within their inquiry-based learning activities, teacher-librarians can create a greater sense of awareness among students and staff in regards to individual rights and responsibilities.

Privacy and confidentiality are social responsibilities that school library personnel need to take ownership for in our school libraries.  It is important for students, even at a young age, to understand that school libraries defend their rights to privacy and freedom to read as they choose.