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Educating pupils and students through the school library in knowing and appreciating the cultural heritage by Luisa Marquardt
Faculty of Education www.uniroma3.it
Library Services Automation www.caspur.it
Bibliotecii Judetene „Antim Ivireanul” Valcea (Romania), October 2008, 2-4
Carlo Maria Serio - [email protected]
2 2
Nota biografica Insegno Bibliografia e Biblioteconomia presso la Facoltà di Scienze della Formazione dell’Università “Roma Tre” e mi occupo professionalmente di biblioteche scolastiche dalla fine degli anni ’70, di biblioteconomia scolastica e information literacy. Partecipo a gruppi di lavoro e di ricerca italiani ed esteri; faccio parte di associazioni bibliotecarie italiane ed estere (AIB, AIDA, ENSIL, IASL, IFLA, LAG Schulbibliotheken). Scrivo su riviste del settore. Collaboro con il Caspur dal 2003: inizialmente per il servizio di Emeroteca Virtuale (http://periodici.caspur.it), successivamente per le attività di tale Consorzio per l’attuazione del progetto MPI “Biblioteche nelle Scuole”. Sono responsabile della Biblioteca Statuario, una piccola biblioteca territoriale a Roma.
Carlo Maria Serio - [email protected]
3 3
A Biographical Note I teach Library and Information Science at the Faculty of Education, Università “Roma Tre” (Roma). Since the end of ’70s, I have been involved in school libraries, school librarianship and information literacy. I mainly write contributions in this field.
I take part in working and research groups in Italy and abroad. I am a member of library associations in Italy and abroad (AIB, AIDA, ENSIL, IASL, IFLA, LAG Schulbibliotheken). I have been collaborating with Caspur since 2003: initially for the Digital Library Services (http://periodici.caspur.it), then for the Project “Biblioteche nelle Scuole”. As volunteer, I am responsible of “Biblioteca Statuario”, a little community library in Rome.
Carlo Maria Serio - [email protected]
Abstract European countries have a rich cultural heritage: this is often put at risk due to the
4 4
quick change and development in their society and work market. A way to protect and exploit the richness and the tradition of European cultural roots is educating pupils and students in order to make them perceive such a heritage as their own. Libraries play an important role in preserving the memory from the past for interpreting the present and planning the future. Furthermore, the library is no more a fortress where the books are kept “save and sound”: it now has to be conceived as a learning and social environment. This contribution aims at reflecting upon: • the school library both as a cultural and an educational environment • its role in educating the increasing number of digital born generations in the appreciation of cultural heritage. It also intends to show how digital tools can help school librariansinformation specialists in their profession. Four Italian case studies are briefly reported: •the first two at high school level - the Liceo Classico “Ariosto” (Ferrara) and the Istituto di Istruzione di Stato “Machiavelli” (Roma) - as useful examples how a school project based on “old books” and archival documentation can reach many important objectives (cognitive, metacognitive and interpersonal) for the students involved and, in the meantime, serve the community of readers/researchers; •the further two are about user’s education at primary school level from different perspectives: from the school library – Circolo 2 (Agrigento) – and from the public library – the “Malatestiana” (Cesena). The school library plays a fundamental role in pupils/students personal and cultural development: its inclusion in the curriculum and the collaboration with the public library are key factors that can enhance the knowledge and the appreciation of the cultural heritage, Carlo Maria Serio - basic [email protected] factors for its protection and exploitation. L.Marquardt
Towards a European Cultural Heritage
5
“Heritage is a collective-memory aid and an instrument for learning about history. Through their urban and rural heritage, Europeans can discover - or rediscover - common roots and similarities in behaviour, as well as a modus vivendi and ways of forging relations with the human and natural environment. The conservation of heritage for future generations does not just make sense from a scientific and aesthetic point of view. It is also important in terms of the economic and social functions that modern society attaches to heritage as a factor for development. Official decisions about the preservation, use and re-use of heritage are an integral part of town and country planning, education, culture, environmental and social cohesion policies. The emphasis given to heritage by civil society in many of its activities is part of the quest for a European model of sustainable development and an expression of a new development culture geared towards the preservation of resources, enhancement of the environment and strengthening of social bonds.”[1] [1] European Heritage Network, National Heritage Policies: Romania, http://www.european-heritage.net/sdx/herein/national_heritage/voir.xsp?id= intro_RO_en&sId=1&p=RO&l=en (Aug.27th, 2008). [Trans. Luisa Marquardt]
Carlo Maria Serio - [email protected]
L.Marquardt
The Digital-born Generation: new challenges for education
Cyberspace is no more science fiction now: our children and pupils are digital born, immersed in a multiplicity of communication media, tools and languages.
6 6
Parents, teachers and school librarians, as educators, have to face the new dimensions, the multifaceted life of their children or pupils: •learning happens everywhere, in many different ways •an educator can be a real or a virtual group of pairs, too. Carlo Maria Serio - [email protected]
L.Marquardt
Reading, ICT, library and learning environment Research in the field of neurosciences, of cognitive, social and developmental psychology, has shown a tight relationship between an effective learning environment (a setting where learning occurs in an active way) and ICT, when applied in an educational context.
7 7
Results of surveys which assessed reading and comprehension skills in the students (e.g., PISA) have shown the strong correlation between the number of books (owned at home), the quality and the usage of the school library services, and the student’s learning outcomes http://ospitiweb.indire.it/adi/pisa/sintesi_pisa.htm.
Carlo Maria Serio - [email protected]
L.Marquardt
A new concept of literacy
8
To succeed in the transitional and complex society, new skills and abilities are needed, a new form of literacy is urgently needed, as it’s clearly defined in the recent document from UNESCO Information for All Programme, Understanding Information Literacy: A Primer, by Forest Woody Horton, jr. (Paris, UNESCO, 2008) Research show how the school library, as a learning environment and run by qualified and trained professionals can effectively contribute to the student learning process and his/her positive learning outcomes. (See resources in IASL website and also The IFLA/UNESCO School Library Manifesto and Guidelines). We must consider that, as H.Simon said, knowing and learning no more mean only memorize, remember and repeat some information or notions, but they rather mean to be able to locate, retrieve and use information (and I add, to produce, build, create new information and knowledge). Carlo Maria Serio - [email protected]
L.Marquardt
The Biblioscuole Project
9 9
Former experiences and projects have offered the basis for the Ministerial project “Biblioteche nelle Scuole” (BNS or Biblioscuole) to be set up and implemented. This project basically aims at enabling and facilitating teachers, students and parents in accessing information and enhancing their information literacy: its main (final and ambitious) goal is to contribute to the lifelong learning process, to an ongoing personal and cultural development, and the social inclusion. The Project was established in March 2003, during a Conference of the Italian Ministers in order to implement the Action Plan “e-Europe 2005” in Italy. The pilot project “Biblioscuole” was then launched in April 2004, after a planning phase, as a triennial project, and recently extended to December 2008. Carlo Maria Serio - [email protected]
L.Marquardt
The Biblioscuole Partnership
10 10
Biblioscuole is promoted and funded by the Ministry of Education (MPI), in collaboration with the Minister for Technology and Innovation and the National Centre for the Union Catalogue (ICCU) of the Ministry of Cultural Heritage. In order to implement the project and meet its objectives, the three main interuniversity supercomputing consortia in Italy – Caspur, Cilea and Cineca -, offer their expertise both in the technological and library field, their infrastructure and support, thanks to a specific agreement signed with the MPI in 2003.
Carlo Maria Serio - [email protected]
L.Marquardt
The Supercomputing Consortia’s Role
11 11
Caspur (www.caspur.it) promotes the projects; implements and updates the union school opac; designs and implement the monitoring system for the project assessment. Cilea (www.cilea.it) deals with school librarians’ and teachers’ education and train; maintains the Trouble Ticketing and the Virtual Reference Desk (VRD) systems; designs and manages the school metaOpac and the digital objects repository. Cineca (www.cineca.it) provides and manages the web based learning platform; maintains the school library registry; implements, manages and updates the portal.
Carlo Maria Serio - [email protected]
L.Marquardt
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Aims: • providing a better and wider access to information • enhancing information literacy • and promoting reading
Overall goal:
lifelong learning Objectives: •Librarians’/Teachers’ Education and Training •Connecting the school both to the local community and to the library world •Providing the school with innovative services Carlo Maria Serio - [email protected]
L.Marquardt
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Educating to the digital world One of the most qualifying objectives of the “Biblioscuole” Project has been the education and training.
A specific programme designed and planned by Cilea in 2 levels (or phases): 1st (in two parts) for ca 2,500 professionals of more 800 schools (from nursery to secondary), converging in 120 local networks. 2nd addressed to students and their families. It was chosen an integrated or blended learning approach (as more suitable for school workers) with didactic materials (LOs SCORM 1.2) accessible through the project portal www.biblioscuole.it, implemented by Cineca. Carlo Maria Serio - [email protected]
L.Marquardt
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Carlo Maria Serio - [email protected]
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RABIS: Bibliographic Data Recovery
Caspur has developed a special programme, called Rabis (acronym of “Riversamento di Archivi Bibliografici in SBN”) in order to provide school librarians with an easy way to recover data http://www.rabis.it Carlo Maria Serio - [email protected]
L.Marquardt
The Biblioscuole Portal www.biblioscuole.it
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Carlo Maria Serio - [email protected]
OPAC, MetaOPAC, Repository, VRD
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The acquisition of a proper research methodology, of searching strategies and tools mastery (including the bibliographic information research), of the knowledge and the usage of resources useful to the learning and teaching process is one of the objectives set up by the “Biblioscuole” project. For instance, in order to facilitate the search for bibliographic information, the portal “www.biblioscuole.it” provides its users with an easy access to OPACs and metaOpacs of school libraries or other kind of libraries, accessible at URL: http://www.biblioscuole.it/public/area1-opac.htm. The virtual reference desk service can be accessed as well. Carlo Maria Serio - [email protected]
L.Marquardt
The Biblioscuole Repository It has to be mentioned also the D-Space school repository, where the authorized users can store their documents in various formats (MS Word, PDF, PPT etc.) in a safe and permanent way (URI). The resource is described according to the Dublin Core standard. the copyright and Creative Commons conditions are specified: for instance, if a user can download and change the document.
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This service helps teachers and librarians acquire a “documentation culture”. This awareness of the importance to keep tracks of the pedagogical work and share it seems to be still rather scarce in Italy, even though some interesting initiatives such as GOLD and the RISoRSE project have already been set up there. Carlo Maria Serio - [email protected]
L.Marquardt
The Biblioscuole Repository
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Carlo Maria Serio - [email protected]
20 20
The school goes digital: two examples A brief description of two relevant initiatives is provided here in order to underline the educational and cultural value of how useful a repository can be and may help in exploiting the school production. •The Liceo Classico “Ludovico Ariosto”, Ferrara ( www.liceoariosto.it) •The Istituto superiore di Stato “Niccolò Machiavelli”, Roma ( www.ismachiavelli.it) Carlo Maria Serio - [email protected]
L.Marquardt
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Carlo Maria Serio - [email protected]
L.Marquardt
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LICEO CLASSICO STATALE “L. ARIOSTO” – FERRARA
The “Ariosto” was established in the center of Ferrara on June 3rd 1860; it has a long tradition and a very good reputation. 1676 students (73 classes) are enrolled in the current school year 2007-2008.
Its library provides its users with a wide range of services, resources and activities. Some old books haven’t been catalogued yet and are kept in bookcases along one of the corridors. Some students wanted to know more about those books. A biennial afterschool library and pedagogical project started with some voluntary students (16-19 year old) . They learned basic principles of cataloguing, indexing, bibliographic research etc. Books related to Positivism were chosen. The students investigated about the authors, the bibliographic story, looked in the National Union Catalogue for the bibliographic record or created a new one Carlo Maria Serio - [email protected]
L.Marquardt
LICEO CLASSICO STATALE “L. ARIOSTO” – FERRARA
…dal fondo Ottocento della biblioteca
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The students benefited from this two year project in many different ways. COGNITIVE: getting better known Positivism, and meaningful authors/works of that period. METACOGNITIVE: mastering different search strategies and developing information skills. RELATIONAL: working with schoolmates of other school sections and developing interpersonal abilities. PERSONALI: improving their self-esteem.
A cura degli studenti che hanno partecipato al progetto “Fondo Ottocento” a. s. 2005-06
Furthermore: A part of the old books where at last catalogued and the OPAC was implemented. They also edited the publication, now available for the whole (global) community both in printed and digital format (available at URL http://www.biblioscuole.it/public/docs/vetrina/fascic ).
Carlo Maria Serio - [email protected]
L.Marquardt
LICEO CLASSICO STATALE “L. ARIOSTO” – FERRARA
24 24
…dal fondo Ottocento della biblioteca
11. TAINE, H. A., Philosophie de l’art en Grèce, 1870.
22. SPENCER, H., Les bases de la morale évolutionniste, 1880.
Carlo Maria Serio - [email protected]
L.Marquardt
…dal fondo Ottocento della The Bibliographicbiblioteca Description
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7. JANET, Paul Alexandre René – La morale. La *morale / par Paul Janet. – 3. éd. – Paris : Librairie Ch. Delagrave, 1891. – XIII, 613 p. ; 19 cm SOGGETTO: MORALE CDD: 171.7 Etica (Filosofia morale). Sistemi e dottrine fondati su biologia, genetica, evoluzione, educazione, fattori sociali. ABSTRACT: L’opera è costituita da tre libri: Le Bien o le But, La Loi ou le Devoir, La Moralité ou l’Agent moral. Nella prefazione l’Autore si propone di «riportare ai principi, e di districare, con una certa precisione, le idee fondamentali della morale; infine, di condurre un’esposizione sistematica e ben collegata, certamente non dimenticando questo saggio precetto di Aristotele, di non domandare ad ogni scienza il grado di rigorosità che non può sopportare» e afferma che il suo «principio fondamentale è che il bene morale suppone un bene naturale che lo precede e che gli serve da fondamento». LOCALIZZAZIONI: Biblioteca di filosofia dell’Università degli studi di Milano - Milano – MI Paul Alexandre Janet (1823-1899) Spiritualista eclettico francese, seguace del Cousin, professore alla Sorbona e membro dell’Accademia delle scienze morali. Si è occupato di storia della filosofia (Essai sur la dialectique dans Platon et dans Hegel, 1861; Histoire de la science politique dans ses rapports avec la morale, 1872) e di problemi morali (La famille 1861; La philosophie du Bonheur, 1863). Da molti è considerato come uno dei migliori rappresentanti del liberalismo francese nella seconda metà del sec. XIX. [Da Enciclopedia filosofica a cura del Centro di studi filosofici di Gallarate, 1957] 8. TAINE, Hippolite – Le positivisme anglais. Le *positivisme anglais : étude sur Stuart Mill / par H. Taine. – Paris : Germer Baillière, 1864. – VIII, 157 p. ; 19 cm. ((Cattivo stato di rilegatura SOGGETTO: MILL, JOHN STUART – Studio critico CDD: 323.44 Diritti civili. Libertà d’azione (Libertà) ABSTRACT: Lo studio su Stuart Mill si apre con tre capitoli nei quali Taine colloca il filosofo nel contesto storico-culturale dell’Inghilterra. La trattazione comprende l’esposizione e la discussione del pensiero di Mill. Nella prefazione Taine riferisce le lodi e le critiche ricevute dallo stesso Mill in occasione della prima pubblicazione del Carlo Maria Serio - [email protected] saggio.
L.Marquardt
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Carlo Maria Serio - [email protected]
L.Marquardt
27 27
“Machiavelli” High School, Rome
The Istituto superiore di Stato “Niccolò Machiavelli”, Roma (www.ismachiavelli.it ). This school was established in 1933 in the center of Rome, in a historical building the “Villino Centurini”, in order to prepare nursery and primary school teachers. It has a long and renowned teaching and cultural tradition, as the above mentioned Liceo “Ariosto”.
-The memory as a cultural, historical, social awareness and participation is also cultivated in various way. -One is the archival work within the school: a way to learn history, the change in the school system, the student’s life etc., through the archival documents of the school. -Almost every year a special topic related to the story of the school and the history of Rome is chosen and developed trough a research project. -One was the deportation and segregation of many students in the late ‘30s in Auschwitz and Birkenau camps.
Designed and planned by a Swiss architect Henrie Kleffler in 1874 and owned by Alessandro Centurini, a famous entrepreneur, politician etc. Carlo Maria Serio - [email protected]
L.Marquardt
28 28
“Machiavelli” High School, Rome A recent school visit to Auschwitz concentration camp was the occasion to investigate that period. The school archival sources were used to Roma – Auschwitz 1943learn the personal story of some former 2003: il cammino della memoria degli studenti students in order to reconstruct the romani continua history of that period through the resources of the school. Roma, ISS Machiavelli, 2004. Some former students of the Thirties who survived the segregation were also interviewed. The documentation of the whole Once more there is no say about the work is now available in the Repository challenging and useful work the students did for themselves and for the whole ( community (not only the school one) http://repository-biblioscuole.cilea.it/handle/2172/3815 Istituto Superiore di Stato “Niccolò Machiavelli”
).
Carlo Maria Serio - [email protected]
L.Marquardt
29 29
From primary schools, too!
This school library is multicultural since it was established. It works as a children’s library, too.
Fiabe in biblioteca, 2° CD Agrigento
http://2circoloagrigento.wordpress.com Carlo Maria Serio - [email protected]
L.Marquardt
This part of the contribution aims at presenting the initiatives that Malatesta Library addresses to schools
30 30
Cooperation between the public library and the school: The Malatesta Library educational programme
The Malatesta Library (Cesena, Italy), UNESCO “Memory of the World”, was established in 1440 and has been always updating its role of a library serving the community. It has a rich children’s section (over 30,000 documents) and in the last years it has developed a wide range of activities and services addressed to schools.
Carlo Maria Serio - [email protected]
L.Marquardt
31 31
Cooperation between the public library and the school Scope: involving in a creative way the vast public of pupils who every day visit the “Malatestiana” Methodology Primary and middle school pupils were actively trained during visits and workshops on the art of making books and miniatures, experiencing them in the library. This attracts and make them enthusiatstic for the extraordinary richness of the historical and artistic heritage.
Carlo Maria Serio - [email protected]
L.Marquardt
32 32 Cooperation between the public library and the school
The workshop is the most involving moment: children put into practice what they have learnt.
Carlo Maria Serio - [email protected]
L.Marquardt
33 33
Conclusions The school library plays a fundamental role in pupils/students personal and cultural development: its inclusion in the curriculum and the collaboration with the public library are key factors that can enhance the knowledge and the appreciation of the cultural heritage, basic factors for its protection and exploitation. Specific education and training of the school librarian/information specialist and new tools can help the trainees in acquiring or reinforcing their library, documentation and information competencies, in order both to implement effective library educational services and activities, and collaborate with the local community. Such a wide range of services and activities, and a high quality educational program can help pupils/students acquire the skills to appreciate the cultural heritage. Carlo Maria Serio - [email protected]
L.Marquardt
34 34 References
Associazione Italiana Biblioteche (AIB), Le nuove frontiere della biblioteca: cambiamento, professionalità, servizi: atti del 39 Congresso nazionale, Selva di Fasano, 14-16 ottobre 1993. A cura di Angelo Sante Trisciuzzi, Roma, AIB, 1995. Boelens, Helen (2006) 1, Filters make it more difficult for pupils to find information: Instruction in specific information literacy skills, in several different languages, for final examination pupils in Amsterdam. FILTER Closing Event : Filtering of online content in a globalised world - good practice and recommendations. Friday 10 February 2006. Amsterdam, The Netherlands. Boelens, Helen (2006) 2, A new kind of information specialist for a new kind of learning. Presented at 72nd IFLA WLIC, Seoul (South Korea). Boelens, Helen (2006) 3, Paradise. “Newsletter for IFLA, School Libraries and Resource Centers Section” (Section Nr. 11), Issue 43, December, 16-17. http://www.ifla.org/VII/s11/news/school-newsletter43.pdf. Boelens, Helen (2006) 4, Specific information literacy instruction, in several different languages, for pupils studying for university entrance examinations : School Library and Information Centre, Kalsbeek College, Woerden, The Netherlands. Presented at the 35th IASL International conference, Lisbon, Portugal, July 2006. www.iasl-slo.org/conference2006-prog.html. Boeti Loredana – Tais Enrica (eds), Percorsi di ricerca e innovazione per la qualità della scuola. Rapporto regionale del Lazio sul Progetto R.I.So.R.S.E. (Ricerca e Innovazione per il Sostegno della Riforma del Sistema Educativo). Scuola Secondaria I grado – A.A. 2004/2005, Roma, Anicia - IRRE Lazio, 2006. La casa dei libri : dalla Libraria Domini alla grande Malatestiana : per i duecento anni della Biblioteca comunale (1807-2007) / [catalogo a cura di Daniela Savoia ; scritti di Elena Bellagamba ... et al. ; fotografie: Ivano Giovannini]. Pubblicazione:[S. l. : s. n.], stampa 2007 (Cesena : Litografia Wafra) Dagli archivi delle scuole romane. Storia memoria identità, Roma, Gangemi, 2006. Istituto Superiore di Stato “Niccolò Machiavelli”, Roma – Auschwitz 1943-2003: il cammino della memoria degli studenti romani continua, Roma, ISS Machiavelli, 2004. (Available also in PDF format at: http://repository-biblioscuole.cilea.it/handle/2172/3815). Kulthau Carol C.,.Maniotes Leslie K, Caspari Ann K., Guided Inquiry. Learning in the 21st Century, Westport, Libraries Unlimited, 2007. Marquardt Luisa, Schooling at the library in Italy for the social inclusion. The “BiblioScuole” Project. Proc. 35th IASL Conference Lisbon 3-7 July 2006. Lisbon. IASL, 2006. UNESCO, Information for All Programme (IFAP), Understanding Information Literacy: A Primer, by Forest Woody Horton, jr., Paris, UNESCO, 2008.
Carlo Maria Serio - [email protected]
L.Marquardt
35 35
[email protected]
Carlo Maria Serio - [email protected]
L.Marquardt
Educating pupils and students through the school library in knowing and appreciating the cultural heritage by Luisa Marquardt
Faculty of Education www.uniroma3.it
Library Services Automation www.caspur.it
Bibliotecii Judetene „Antim Ivireanul” Valcea (Romania), October 2008, 2-4
Carlo Maria Serio - [email protected]
2 2
Nota biografica Insegno Bibliografia e Biblioteconomia presso la Facoltà di Scienze della Formazione dell’Università “Roma Tre” e mi occupo professionalmente di biblioteche scolastiche dalla fine degli anni ’70, di biblioteconomia scolastica e information literacy. Partecipo a gruppi di lavoro e di ricerca italiani ed esteri; faccio parte di associazioni bibliotecarie italiane ed estere (AIB, AIDA, ENSIL, IASL, IFLA, LAG Schulbibliotheken). Scrivo su riviste del settore. Collaboro con il Caspur dal 2003: inizialmente per il servizio di Emeroteca Virtuale (http://periodici.caspur.it), successivamente per le attività di tale Consorzio per l’attuazione del progetto MPI “Biblioteche nelle Scuole”. Sono responsabile della Biblioteca Statuario, una piccola biblioteca territoriale a Roma.
Carlo Maria Serio - [email protected]
3 3
A Biographical Note I teach Library and Information Science at the Faculty of Education, Università “Roma Tre” (Roma). Since the end of ’70s, I have been involved in school libraries, school librarianship and information literacy. I mainly write contributions in this field.
I take part in working and research groups in Italy and abroad. I am a member of library associations in Italy and abroad (AIB, AIDA, ENSIL, IASL, IFLA, LAG Schulbibliotheken). I have been collaborating with Caspur since 2003: initially for the Digital Library Services (http://periodici.caspur.it), then for the Project “Biblioteche nelle Scuole”. As volunteer, I am responsible of “Biblioteca Statuario”, a little community library in Rome.
Carlo Maria Serio - [email protected]
Abstract European countries have a rich cultural heritage: this is often put at risk due to the
4 4
quick change and development in their society and work market. A way to protect and exploit the richness and the tradition of European cultural roots is educating pupils and students in order to make them perceive such a heritage as their own. Libraries play an important role in preserving the memory from the past for interpreting the present and planning the future. Furthermore, the library is no more a fortress where the books are kept “save and sound”: it now has to be conceived as a learning and social environment. This contribution aims at reflecting upon: • the school library both as a cultural and an educational environment • its role in educating the increasing number of digital born generations in the appreciation of cultural heritage. It also intends to show how digital tools can help school librariansinformation specialists in their profession. Four Italian case studies are briefly reported: •the first two at high school level - the Liceo Classico “Ariosto” (Ferrara) and the Istituto di Istruzione di Stato “Machiavelli” (Roma) - as useful examples how a school project based on “old books” and archival documentation can reach many important objectives (cognitive, metacognitive and interpersonal) for the students involved and, in the meantime, serve the community of readers/researchers; •the further two are about user’s education at primary school level from different perspectives: from the school library – Circolo 2 (Agrigento) – and from the public library – the “Malatestiana” (Cesena). The school library plays a fundamental role in pupils/students personal and cultural development: its inclusion in the curriculum and the collaboration with the public library are key factors that can enhance the knowledge and the appreciation of the cultural heritage, Carlo Maria Serio - basic [email protected] factors for its protection and exploitation. L.Marquardt
Towards a European Cultural Heritage
5
“Heritage is a collective-memory aid and an instrument for learning about history. Through their urban and rural heritage, Europeans can discover - or rediscover - common roots and similarities in behaviour, as well as a modus vivendi and ways of forging relations with the human and natural environment. The conservation of heritage for future generations does not just make sense from a scientific and aesthetic point of view. It is also important in terms of the economic and social functions that modern society attaches to heritage as a factor for development. Official decisions about the preservation, use and re-use of heritage are an integral part of town and country planning, education, culture, environmental and social cohesion policies. The emphasis given to heritage by civil society in many of its activities is part of the quest for a European model of sustainable development and an expression of a new development culture geared towards the preservation of resources, enhancement of the environment and strengthening of social bonds.”[1] [1] European Heritage Network, National Heritage Policies: Romania, http://www.european-heritage.net/sdx/herein/national_heritage/voir.xsp?id= intro_RO_en&sId=1&p=RO&l=en (Aug.27th, 2008). [Trans. Luisa Marquardt]
Carlo Maria Serio - [email protected]
L.Marquardt
The Digital-born Generation: new challenges for education
Cyberspace is no more science fiction now: our children and pupils are digital born, immersed in a multiplicity of communication media, tools and languages.
6 6
Parents, teachers and school librarians, as educators, have to face the new dimensions, the multifaceted life of their children or pupils: •learning happens everywhere, in many different ways •an educator can be a real or a virtual group of pairs, too. Carlo Maria Serio - [email protected]
L.Marquardt
Reading, ICT, library and learning environment Research in the field of neurosciences, of cognitive, social and developmental psychology, has shown a tight relationship between an effective learning environment (a setting where learning occurs in an active way) and ICT, when applied in an educational context.
7 7
Results of surveys which assessed reading and comprehension skills in the students (e.g., PISA) have shown the strong correlation between the number of books (owned at home), the quality and the usage of the school library services, and the student’s learning outcomes http://ospitiweb.indire.it/adi/pisa/sintesi_pisa.htm.
Carlo Maria Serio - [email protected]
L.Marquardt
A new concept of literacy
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To succeed in the transitional and complex society, new skills and abilities are needed, a new form of literacy is urgently needed, as it’s clearly defined in the recent document from UNESCO Information for All Programme, Understanding Information Literacy: A Primer, by Forest Woody Horton, jr. (Paris, UNESCO, 2008) Research show how the school library, as a learning environment and run by qualified and trained professionals can effectively contribute to the student learning process and his/her positive learning outcomes. (See resources in IASL website and also The IFLA/UNESCO School Library Manifesto and Guidelines). We must consider that, as H.Simon said, knowing and learning no more mean only memorize, remember and repeat some information or notions, but they rather mean to be able to locate, retrieve and use information (and I add, to produce, build, create new information and knowledge). Carlo Maria Serio - [email protected]
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The Biblioscuole Project
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Former experiences and projects have offered the basis for the Ministerial project “Biblioteche nelle Scuole” (BNS or Biblioscuole) to be set up and implemented. This project basically aims at enabling and facilitating teachers, students and parents in accessing information and enhancing their information literacy: its main (final and ambitious) goal is to contribute to the lifelong learning process, to an ongoing personal and cultural development, and the social inclusion. The Project was established in March 2003, during a Conference of the Italian Ministers in order to implement the Action Plan “e-Europe 2005” in Italy. The pilot project “Biblioscuole” was then launched in April 2004, after a planning phase, as a triennial project, and recently extended to December 2008. Carlo Maria Serio - [email protected]
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The Biblioscuole Partnership
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Biblioscuole is promoted and funded by the Ministry of Education (MPI), in collaboration with the Minister for Technology and Innovation and the National Centre for the Union Catalogue (ICCU) of the Ministry of Cultural Heritage. In order to implement the project and meet its objectives, the three main interuniversity supercomputing consortia in Italy – Caspur, Cilea and Cineca -, offer their expertise both in the technological and library field, their infrastructure and support, thanks to a specific agreement signed with the MPI in 2003.
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The Supercomputing Consortia’s Role
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Caspur (www.caspur.it) promotes the projects; implements and updates the union school opac; designs and implement the monitoring system for the project assessment. Cilea (www.cilea.it) deals with school librarians’ and teachers’ education and train; maintains the Trouble Ticketing and the Virtual Reference Desk (VRD) systems; designs and manages the school metaOpac and the digital objects repository. Cineca (www.cineca.it) provides and manages the web based learning platform; maintains the school library registry; implements, manages and updates the portal.
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Aims: • providing a better and wider access to information • enhancing information literacy • and promoting reading
Overall goal:
lifelong learning Objectives: •Librarians’/Teachers’ Education and Training •Connecting the school both to the local community and to the library world •Providing the school with innovative services Carlo Maria Serio - [email protected]
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Educating to the digital world One of the most qualifying objectives of the “Biblioscuole” Project has been the education and training.
A specific programme designed and planned by Cilea in 2 levels (or phases): 1st (in two parts) for ca 2,500 professionals of more 800 schools (from nursery to secondary), converging in 120 local networks. 2nd addressed to students and their families. It was chosen an integrated or blended learning approach (as more suitable for school workers) with didactic materials (LOs SCORM 1.2) accessible through the project portal www.biblioscuole.it, implemented by Cineca. Carlo Maria Serio - [email protected]
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Carlo Maria Serio - [email protected]
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RABIS: Bibliographic Data Recovery
Caspur has developed a special programme, called Rabis (acronym of “Riversamento di Archivi Bibliografici in SBN”) in order to provide school librarians with an easy way to recover data http://www.rabis.it Carlo Maria Serio - [email protected]
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The Biblioscuole Portal www.biblioscuole.it
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Carlo Maria Serio - [email protected]
OPAC, MetaOPAC, Repository, VRD
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The acquisition of a proper research methodology, of searching strategies and tools mastery (including the bibliographic information research), of the knowledge and the usage of resources useful to the learning and teaching process is one of the objectives set up by the “Biblioscuole” project. For instance, in order to facilitate the search for bibliographic information, the portal “www.biblioscuole.it” provides its users with an easy access to OPACs and metaOpacs of school libraries or other kind of libraries, accessible at URL: http://www.biblioscuole.it/public/area1-opac.htm. The virtual reference desk service can be accessed as well. Carlo Maria Serio - [email protected]
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The Biblioscuole Repository It has to be mentioned also the D-Space school repository, where the authorized users can store their documents in various formats (MS Word, PDF, PPT etc.) in a safe and permanent way (URI). The resource is described according to the Dublin Core standard. the copyright and Creative Commons conditions are specified: for instance, if a user can download and change the document.
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This service helps teachers and librarians acquire a “documentation culture”. This awareness of the importance to keep tracks of the pedagogical work and share it seems to be still rather scarce in Italy, even though some interesting initiatives such as GOLD and the RISoRSE project have already been set up there. Carlo Maria Serio - [email protected]
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The Biblioscuole Repository
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Carlo Maria Serio - [email protected]
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The school goes digital: two examples A brief description of two relevant initiatives is provided here in order to underline the educational and cultural value of how useful a repository can be and may help in exploiting the school production. •The Liceo Classico “Ludovico Ariosto”, Ferrara ( www.liceoariosto.it) •The Istituto superiore di Stato “Niccolò Machiavelli”, Roma ( www.ismachiavelli.it) Carlo Maria Serio - [email protected]
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LICEO CLASSICO STATALE “L. ARIOSTO” – FERRARA
The “Ariosto” was established in the center of Ferrara on June 3rd 1860; it has a long tradition and a very good reputation. 1676 students (73 classes) are enrolled in the current school year 2007-2008.
Its library provides its users with a wide range of services, resources and activities. Some old books haven’t been catalogued yet and are kept in bookcases along one of the corridors. Some students wanted to know more about those books. A biennial afterschool library and pedagogical project started with some voluntary students (16-19 year old) . They learned basic principles of cataloguing, indexing, bibliographic research etc. Books related to Positivism were chosen. The students investigated about the authors, the bibliographic story, looked in the National Union Catalogue for the bibliographic record or created a new one Carlo Maria Serio - [email protected]
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LICEO CLASSICO STATALE “L. ARIOSTO” – FERRARA
…dal fondo Ottocento della biblioteca
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The students benefited from this two year project in many different ways. COGNITIVE: getting better known Positivism, and meaningful authors/works of that period. METACOGNITIVE: mastering different search strategies and developing information skills. RELATIONAL: working with schoolmates of other school sections and developing interpersonal abilities. PERSONALI: improving their self-esteem.
A cura degli studenti che hanno partecipato al progetto “Fondo Ottocento” a. s. 2005-06
Furthermore: A part of the old books where at last catalogued and the OPAC was implemented. They also edited the publication, now available for the whole (global) community both in printed and digital format (available at URL http://www.biblioscuole.it/public/docs/vetrina/fascic ).
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LICEO CLASSICO STATALE “L. ARIOSTO” – FERRARA
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…dal fondo Ottocento della biblioteca
11. TAINE, H. A., Philosophie de l’art en Grèce, 1870.
22. SPENCER, H., Les bases de la morale évolutionniste, 1880.
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…dal fondo Ottocento della The Bibliographicbiblioteca Description
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7. JANET, Paul Alexandre René – La morale. La *morale / par Paul Janet. – 3. éd. – Paris : Librairie Ch. Delagrave, 1891. – XIII, 613 p. ; 19 cm SOGGETTO: MORALE CDD: 171.7 Etica (Filosofia morale). Sistemi e dottrine fondati su biologia, genetica, evoluzione, educazione, fattori sociali. ABSTRACT: L’opera è costituita da tre libri: Le Bien o le But, La Loi ou le Devoir, La Moralité ou l’Agent moral. Nella prefazione l’Autore si propone di «riportare ai principi, e di districare, con una certa precisione, le idee fondamentali della morale; infine, di condurre un’esposizione sistematica e ben collegata, certamente non dimenticando questo saggio precetto di Aristotele, di non domandare ad ogni scienza il grado di rigorosità che non può sopportare» e afferma che il suo «principio fondamentale è che il bene morale suppone un bene naturale che lo precede e che gli serve da fondamento». LOCALIZZAZIONI: Biblioteca di filosofia dell’Università degli studi di Milano - Milano – MI Paul Alexandre Janet (1823-1899) Spiritualista eclettico francese, seguace del Cousin, professore alla Sorbona e membro dell’Accademia delle scienze morali. Si è occupato di storia della filosofia (Essai sur la dialectique dans Platon et dans Hegel, 1861; Histoire de la science politique dans ses rapports avec la morale, 1872) e di problemi morali (La famille 1861; La philosophie du Bonheur, 1863). Da molti è considerato come uno dei migliori rappresentanti del liberalismo francese nella seconda metà del sec. XIX. [Da Enciclopedia filosofica a cura del Centro di studi filosofici di Gallarate, 1957] 8. TAINE, Hippolite – Le positivisme anglais. Le *positivisme anglais : étude sur Stuart Mill / par H. Taine. – Paris : Germer Baillière, 1864. – VIII, 157 p. ; 19 cm. ((Cattivo stato di rilegatura SOGGETTO: MILL, JOHN STUART – Studio critico CDD: 323.44 Diritti civili. Libertà d’azione (Libertà) ABSTRACT: Lo studio su Stuart Mill si apre con tre capitoli nei quali Taine colloca il filosofo nel contesto storico-culturale dell’Inghilterra. La trattazione comprende l’esposizione e la discussione del pensiero di Mill. Nella prefazione Taine riferisce le lodi e le critiche ricevute dallo stesso Mill in occasione della prima pubblicazione del Carlo Maria Serio - [email protected] saggio.
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“Machiavelli” High School, Rome
The Istituto superiore di Stato “Niccolò Machiavelli”, Roma (www.ismachiavelli.it ). This school was established in 1933 in the center of Rome, in a historical building the “Villino Centurini”, in order to prepare nursery and primary school teachers. It has a long and renowned teaching and cultural tradition, as the above mentioned Liceo “Ariosto”.
-The memory as a cultural, historical, social awareness and participation is also cultivated in various way. -One is the archival work within the school: a way to learn history, the change in the school system, the student’s life etc., through the archival documents of the school. -Almost every year a special topic related to the story of the school and the history of Rome is chosen and developed trough a research project. -One was the deportation and segregation of many students in the late ‘30s in Auschwitz and Birkenau camps.
Designed and planned by a Swiss architect Henrie Kleffler in 1874 and owned by Alessandro Centurini, a famous entrepreneur, politician etc. Carlo Maria Serio - [email protected]
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“Machiavelli” High School, Rome A recent school visit to Auschwitz concentration camp was the occasion to investigate that period. The school archival sources were used to Roma – Auschwitz 1943learn the personal story of some former 2003: il cammino della memoria degli studenti students in order to reconstruct the romani continua history of that period through the resources of the school. Roma, ISS Machiavelli, 2004. Some former students of the Thirties who survived the segregation were also interviewed. The documentation of the whole Once more there is no say about the work is now available in the Repository challenging and useful work the students did for themselves and for the whole ( community (not only the school one) http://repository-biblioscuole.cilea.it/handle/2172/3815 Istituto Superiore di Stato “Niccolò Machiavelli”
).
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From primary schools, too!
This school library is multicultural since it was established. It works as a children’s library, too.
Fiabe in biblioteca, 2° CD Agrigento
http://2circoloagrigento.wordpress.com Carlo Maria Serio - [email protected]
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This part of the contribution aims at presenting the initiatives that Malatesta Library addresses to schools
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Cooperation between the public library and the school: The Malatesta Library educational programme
The Malatesta Library (Cesena, Italy), UNESCO “Memory of the World”, was established in 1440 and has been always updating its role of a library serving the community. It has a rich children’s section (over 30,000 documents) and in the last years it has developed a wide range of activities and services addressed to schools.
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Cooperation between the public library and the school Scope: involving in a creative way the vast public of pupils who every day visit the “Malatestiana” Methodology Primary and middle school pupils were actively trained during visits and workshops on the art of making books and miniatures, experiencing them in the library. This attracts and make them enthusiatstic for the extraordinary richness of the historical and artistic heritage.
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32 32 Cooperation between the public library and the school
The workshop is the most involving moment: children put into practice what they have learnt.
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Conclusions The school library plays a fundamental role in pupils/students personal and cultural development: its inclusion in the curriculum and the collaboration with the public library are key factors that can enhance the knowledge and the appreciation of the cultural heritage, basic factors for its protection and exploitation. Specific education and training of the school librarian/information specialist and new tools can help the trainees in acquiring or reinforcing their library, documentation and information competencies, in order both to implement effective library educational services and activities, and collaborate with the local community. Such a wide range of services and activities, and a high quality educational program can help pupils/students acquire the skills to appreciate the cultural heritage. Carlo Maria Serio - [email protected]
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34 34 References
Associazione Italiana Biblioteche (AIB), Le nuove frontiere della biblioteca: cambiamento, professionalità, servizi: atti del 39 Congresso nazionale, Selva di Fasano, 14-16 ottobre 1993. A cura di Angelo Sante Trisciuzzi, Roma, AIB, 1995. Boelens, Helen (2006) 1, Filters make it more difficult for pupils to find information: Instruction in specific information literacy skills, in several different languages, for final examination pupils in Amsterdam. FILTER Closing Event : Filtering of online content in a globalised world - good practice and recommendations. Friday 10 February 2006. Amsterdam, The Netherlands. Boelens, Helen (2006) 2, A new kind of information specialist for a new kind of learning. Presented at 72nd IFLA WLIC, Seoul (South Korea). Boelens, Helen (2006) 3, Paradise. “Newsletter for IFLA, School Libraries and Resource Centers Section” (Section Nr. 11), Issue 43, December, 16-17. http://www.ifla.org/VII/s11/news/school-newsletter43.pdf. Boelens, Helen (2006) 4, Specific information literacy instruction, in several different languages, for pupils studying for university entrance examinations : School Library and Information Centre, Kalsbeek College, Woerden, The Netherlands. Presented at the 35th IASL International conference, Lisbon, Portugal, July 2006. www.iasl-slo.org/conference2006-prog.html. Boeti Loredana – Tais Enrica (eds), Percorsi di ricerca e innovazione per la qualità della scuola. Rapporto regionale del Lazio sul Progetto R.I.So.R.S.E. (Ricerca e Innovazione per il Sostegno della Riforma del Sistema Educativo). Scuola Secondaria I grado – A.A. 2004/2005, Roma, Anicia - IRRE Lazio, 2006. La casa dei libri : dalla Libraria Domini alla grande Malatestiana : per i duecento anni della Biblioteca comunale (1807-2007) / [catalogo a cura di Daniela Savoia ; scritti di Elena Bellagamba ... et al. ; fotografie: Ivano Giovannini]. Pubblicazione:[S. l. : s. n.], stampa 2007 (Cesena : Litografia Wafra) Dagli archivi delle scuole romane. Storia memoria identità, Roma, Gangemi, 2006. Istituto Superiore di Stato “Niccolò Machiavelli”, Roma – Auschwitz 1943-2003: il cammino della memoria degli studenti romani continua, Roma, ISS Machiavelli, 2004. (Available also in PDF format at: http://repository-biblioscuole.cilea.it/handle/2172/3815). Kulthau Carol C.,.Maniotes Leslie K, Caspari Ann K., Guided Inquiry. Learning in the 21st Century, Westport, Libraries Unlimited, 2007. Marquardt Luisa, Schooling at the library in Italy for the social inclusion. The “BiblioScuole” Project. Proc. 35th IASL Conference Lisbon 3-7 July 2006. Lisbon. IASL, 2006. UNESCO, Information for All Programme (IFAP), Understanding Information Literacy: A Primer, by Forest Woody Horton, jr., Paris, UNESCO, 2008.
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