NI School Libraries of the Future Project Phase 1
Phase 1 of the Project
Phase One June 1994 - April 1995 funded by British Library Research and Development Department, the Department of Education in Northern Ireland, the five Education and Library Boards and the National Council for Educational Technology
CONTENTS
Return to the "Libraries of Future" Home Page
For further information about these pages, contact E Tinneny E-Mail tinneny@rmplc.co.uk
In Northern Ireland, 5 school libraries (one from each Education and Library Board) are participating in the UK project "School Libraries of the Future"
Each school library was supplied with computer hardware and software with multimedia authoring and communications capability
Pupils, teachers, library staff and technicians have been working on multimedia presentations involving the use of
- camcorders
- video and audio recorders
- digital cameras
- CD-ROMs
- and other sources including books !!
Some of the multimedia presentations included:-
the history of music
famous people who have changed the world
a school gazette
a presentation about the school radio station
In spite of a very steep learning curve by the pupils and teaching/library staff, some impressive work was achieved
In phase 1 the overall aims were experimental i.e. let's see what happens if...?
What happens if learners, teachers and librarians have access to interactive multimedia resources?
The project aimed to examine the implications of the appropriate use of information and communications technologies in school libraries.
RM Multimedia PC Window Box Computer comprising:-
33MHz 486SX processor
24MB RAM
1MB VRAM
16-bit Audio Card
210 MB Hard Disk
Panasonic CR-562B internal CD-ROM drive
SVGA Colour Monitor
Mouse and Keyboard
Speakers
Headphones
Microphone
Software Supplied with Computer
RM First Word for Windows
RM Excel Starting Grid
RM Colour Magic
Information Workshop
RM LOGO
Photostyler
MS Powerpoint
MS Publisher
Clipart Library
DOS 6.20
Windows 3.10
MSCDEX 2.23
BBC Basic
RM 186 Mode
CD_ROMS supplied with Computer
Anglo-Saxons
MS Dinosaurs
MS Encarta
MS Musical Instruments
Hardware Extras
Video Blaster Card
Video Feature connector cable
Canon BJ 200 Bubble Jet printer
US Robotics Sportster 14.400 internal fax/modem
Extra Software
PC Anywhere
Filemaker Pro
MM-Box
Reuters Business Briefing On-Line Service
Equipment supplied to Project Officer as a central resource
Apple Powerbook 150 portable computer
Apple Quicktake Camera
Optical Drive
On-site maintenance of equipment carried out by CEM Victoria Park Belfast.
In Phase 1, the project took an action research approach. An advisory group was set up to support the project, drawing together key players in the field to explore and develop possible visions of future libraries. In most cases, specific groups of learners were identified by the teachers and librarians in each school and tasks were set using the multimedia technology.
The project team worked closely with the schools, monitoring and recording challenges and progress.
Logs, diaries,interviews, photographs, samples of student work and observations were used to build up evidence about the project. A comprehensive picture of the processes and outcomes, focusing on learner skills, management of resources and the use of technology, emerged
There has not been extensive training in phase 1. To a certain extent, this was intentional, to see how the schools coped with the new technology.
The training provided in Phase 1 was as follows:-
MM-Box software training 12/09/94 and 15/12/94
Trainers:- Volnet UK
London
Email volnet@cityscape.co.uk
Internet and Reuters Business Briefing Service training 31/01/95
Trainers:- NCET, Cityscape and Reuters Business Briefing staff.
- Armstrong Primary School
- Coleraine Girls' Secondary School
- Friends School Lisburn
- St Peter's Primary School
- St Cecilia's High School
Learner skills and strategies
- Some learners have been using skills, such as precis skills earlier than normal and without been formally taught.
- Multimedia has helped some learners with special skills to understand difficult concepts, and to develop their language skills.
- The use of interactive multimedia has encouraged some learners to carry out further research using books.
- Learners appear to have coped easily with the structure and language of multimedia data, in terms of retrieving and communicating information.
- Learners have synthesised and condensed large amounts of information for inclusion in their multimedia presentations.
- Learners have displayed high levels of motivation.
- There has been evidence that pupils learn from experience and evaluate outcomes.
Role of teachers and librarians
- Some teachers and librarians appear to need to control learner access to information and sources.
- Interactive multimedia has enabled teachers to provide a differentiated approach in some situations.
- Teachers and librarians have recognised the need for and the benefits of working collaboratively to support learners.
- Teachers and librarians need training, support and time to explore and manage learning opportunities, and to take risks in these new environments, particularly in the areas of intervention and tutorial support.
- Teachers and librarians need frameworks and models to support the management of learning.
- Teachers and librarians have identified the need for flexible technical support.
Access to and management of resources
- In the main, groups of learners were withdrawn from normal class/library periods to use interactive multimedia resources.
- The commitment of senior management is key, and institutional development plans will need to take account of the potential impact of new technologies on the content, processes and management of learning.
- Managers need information about benefits and costs in order to ensure informed decision making in relation to resource management.
- Hardware and software is becoming more robust, but there is still a need for flexible technical support.
Unexpected outcomes
- Teachers, librarians and parents have commented on the excellent progress made by a number of learners, especially those with special learning needs.
- Teachers, librarians and pupils have been motivated by the opportunities provided through the use of new technologies, despite early technical problems.
- Girls appear to be more interested in multimedia than in the Internet.
- Pupils have been using skills such as precis skills without having received any formal teaching, but rather because the need has arisen for them to do so.
- The use of the new technologies has encouraged co-operation and peer support, and has had a beneficial effect on the interpersonal and language skills of the learners.
A full report on the outcomes of Phase1 of the project has been published by NCET.
Return to Contents