Inclusive and transformative role of Libraries: a Library Helper Training for inmates, academic students and teachers - ASPIC Lavoro
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«Self-empowerment of guidance advisors and VET trainers for the promotion of
social inclusion of refugees, asylum seekers and adults in career transition».
3rd Short-term Joint staff training event
ASPIC Lavoro - Rome 2 – 5 July 2019
Inclusive and transformative role of Libraries:
a Library Helper Training
for inmates, academic students and teachers
Prof. Luisa Marquardt
“Roma Tre” University, Rome
Self-introduction
Luisa Marquardt has been teaching Library and Information Science at “Roma Tre” University (Rome, Italy) since
AY 2002-03 at the Dept. of Education and since AY 2016-17 at the Dept. of Humanities, too.
Formerly Chartered Librarian of the County Council of Rome (1979-2000); librarians’ educator; library consultant;
Director of “Biblioteca Statuario” (a community library in Rome) since 2003.
Member of several library and reading associations.
Translator of some IFLA publications.
Recipient of the IASL Award for School Librarianship (2008); Director Europe for the IASL (2009-2016)
Elected Member of the IFLA School Libraries (2017-2021).
Among her recent publications:
Acquiring 21st Century Readiness at the School Library Learning Commons, in: Umlauf, K./ Werner, K.U./
Kaufmann, A. Eds., Strategien für die Bibliothek als Ort […], Berlin-München: DeGruyter - Saur, 2016, p. 111–
124
School Libraries and Librarianship Across Europe, in: Abdullahi, Ismail, ed. Global Library and Information Science,
Berlin-München: DeGruyter - Saur, 2017, p. 473-503.
Biblioteche scolastiche al tempo digitale, Milano: Editrice Bibliografica, 2018.
Apprendere la biblioteca in carcere, «Biblioteche Oggi», settembre 2018, p. 29-40,
http://www.bibliotecheoggi.it/rivista/article/view/837
Biblioteche in carcere: la biblioteca come parte integrante del penitenziario e del processo di rieducazione,
«Biblioteche Oggi», ottobre 2018, p. 46-51, http://www.bibliotecheoggi.it/rivista/article/view/864
Abstract ❖ The contribution aims at sharing some findings concerning the value of narration and the transformational role of the library that emerge from the basic Library Education and Training Course (AY 2018-19). That course aims at educating and training Library Helpers-to-be and is addressed to a variety of learners: adult inmates, school teachers (working at the prison section of a senior high school) and academic students, delivered at Rebibbia Prison Library, Rome. ❖ The need for a deeper education and training in librarianship clearly emerged from a pilot phase (AY 2014-2015), that was followed by a phase of curriculum designing and collaboration building (AY 2015- 2016). The three editions of the training course (AY 2016-17, 2017-18 and 2018-19) provide many evidences on the library as an actor of change and empowerment. The library can function as a vibrant learning environment, where diversities become a plurality and wealth of ideas, viewpoints, inspiration, creativity, expressions (at individual and group level). ❖ The Course AY 2018-19 helped to build up a motivated and collaborative learning community that, through many theoretical and practical activities (e.g., library flyer design, bookmark making, story telling etc.), acquired specific knowledge and competencies in librarianship, on the one hand, and developed interpersonal and soft skills, on the other hand. ❖ The workshop of “Bibliographic Story” (It., “Racconto bibliografico) is provided as a practice that stimulates curiosity and information seeking, improves reading and writing skills, interpersonal skills etc.
Outline ❖ Introduction on Reading Literacy ❖ Reading in different contexts: some findings ❖ The Rebibbia experience ❖ Final remarks
Global Issues
Global Issues
Climate change
Inequalities and lacking respect of human rights
Ongoing change (social, political etc.)
Labour market uncertainty
Conflicts
Migrations
Population Aging
Health (hunger, denutrition etc.)
…
5
Global Goals → 2030 UN Agenda
Sustainable development:
“development that satisfies current
needs unless compromising next
generations’ capability to satisfy
their own needs”.
3 fundamental elements:
1. Economic growth
2. Social inclusion
3. Environment protection.
“5 Ps”:
Persons, Prosperity, Peace,
Partnership, Planet.
6
Global Competencies
“Global competence is the capacity to examine
local, global and intercultural issues, to understand
and appreciate the perspectives and world views of
others, to engage in open, appropriate and
effective interactions with people from different
cultures, and to act for collective well-being and
sustainable development.” (OECD 2019)
Necessary to
• live harmoniously in multicultural communities
• thrive in a changing labour market
• use media platforms effectively and responsibly
• support the Sustainable Development Goals
(Fonte: http://www.oecd.org/pisa/pisa-2018-global-competence.htm)
7
Fragmentation Era
Granularity, brevity, fragmentation: features of the
current phase (cfr. Gino Roncaglia, L’età della
frammentazione: cultura del libro e scuola digitale,
Roma-Bari: Laterza, 2018)
Information Overload: a risk, a challenge, but also an
opportunity that is to be addressed by new forms of
“literacy”.
8
The European Literacy Challenge
“In Europe one in five 15-year-olds and nearly 55 million adults lack basic literacy skills. Not only does this
make it difficult for them to find a job, it also increases their risk of poverty and social exclusion, limiting
opportunities for cultural and civil participation, lifelong learning and personal growth. The European
Commission recognises that there has been little improvement in literacy in the last 10 years. Yet, with
affirmative action, we can make a difference. This Declaration shows that, with the right support in place,
children and young people can develop strong literacy skills, and adults can improve their skills and take their
rightful place in society. “
(Elinet, http://www.eli-net.eu/fileadmin/ELINET/Redaktion/user_upload/European_Declaration_of_the_Right_to_Literacy2.pdf)
“In Europa, un quindicenne su cinque e quasi 55 milioni di adulti non possiedono competenze di lettura di base.
Per loro aumenta il rischio di povertà, l’esclusione sociale, si riducono le opportunità di lavoro, la
partecipazione culturale e civile, l’apprendimento continuo e la crescita personale. La Commissione Europea
è consapevole che fin dai risultati del primo studio PISA pubblicato dall’OCSE nel 20012 , i miglioramenti
nell’ambito della literacy sono stati limitati. Tuttavia, con il giusto supporto, bambini, giovani e adulti possono
sviluppare le competenze di literacy di cui hanno bisogno per agire in maniera efficace e autonoma nella
società. Per contrastare tale scenario, nel febbraio 2014 la Commissione europea ha istituito Elinet, la
European Literacy Policy Network, rete Europea per le politiche in materia di literacy, al fine di completare un
ambizioso programma di lavoro. Elinet ha coinvolto 78 membri di 28 Paesi europei che rappresentano una
varietà di attori nel campo della literacy come: istituzioni, agenzie nazionali, organizzazioni transnazionali e
internazionali, fondazioni, ONG, università, centri di ricerca, istituti di formazione per insegnanti,
organizzazioni di volontariato e altri gruppi di interesse”
(Renate VALTIN, Viv BIRD, Greg BROOKS, Dichiarazione europea del diritto alla lettura e alla scrittura : focus, a cura di Tiziana Mascia,
«Libri e Riviste d’Italia», 2018, p. 39-50: 39, http://www.bv.ipzs.it/bv-pdf/007/MOD-BP-19-104-028_2347_1.pdf)
9
Reading Literacy
PISA: indagine triennale sulle competenze dei quindicenni in matematica,
lettura e scienze (2000, 2003, 2006, 2009, 2012, 2015, 2018)
Studi longitudinali (Canada, Australia ecc. da PISA 2000) dimostrano la predittività dei risultati nelle prove
di reading literacy della riuscita scolastica e lavorativa (rispetto al numero di anni passati in attività di
istruzione o formazione, sia rispetto agli stessi voti scolastici), in base al livello. Esempio:
liv. 2: doppio delle probabilità di riuscita, rispetto a chi era al livello 1 (o meno) della scala.
liv. 3: quadruplo di quelle di chi era al livello 1.
Correlazione tra competenze di “reading literacy” e valutazioni tradizionali voti ottenuti dagli studenti e il loro
percorso successivo nello studio e nel lavoro.
(cfr. Siniscalco. La reading literacy nell’indagine OCSE-PISA. https://it.pearson.com/aree-
disciplinari/italiano/reading-literacy-indagine-ocse-pisa.html#)
10Reading Literacy
Dynamic definition:
• L’evoluzione del concetto di reading literacy è evidenziata anche nel Pisa 2018 Reading Framework, in cui si
evidenziano la continuità ma anche il cambiamento da Pisa 2000 a Pisa 2015, fino all’introduzione
dell’accezione di digital reading literacy del 2018.
PISA 2000: reading literacy come capacità di:
• “comprendere e utilizzare testi scritti e di riflettere su di essi al fine di raggiungere i propri obiettivi, sviluppare le
proprie conoscenze e potenzialità e svolgere un ruolo attivo nella società”.
PISA 2009: reading literacy come capacità di:
• «comprendere e utilizzare testi scritti, riflettere su di essi e dedicarsi alla loro lettura (engaging with written texts)
al fine di raggiungere i propri obiettivi, sviluppare le proprie conoscenze e potenzialità e svolgere un ruolo attivo
nella società»: contano anche la dimensione affettiva, comportamentale e motivazionale e la consapevolezza
dell’importanza della lettura e del tempo dedicato a tale pratica.
PISA 2012: reading literacy come capacità di:
• “accedere e individuare”: ricerca di una o più informazioni in un testo.
• “integrare e interpretare”: elaborazione di quanto si legge per comprenderne il significato, sia in termini di
relazioni tra più informazioni e concetti, sia in termini di inferenza (“tra le righe”)
• “riflettere e valutare”: attraverso le proprie conoscenze pregresse e più elementi esterni al testo, formulando un
giudizio.
11Reading Literacy
PISA 2018: “competency with multiple facets”
• “ability to extract the relevant information from texts and also to understand, use and
reflect on written texts. The ability and incentive to engage with texts and address
their content”
• Pisa 2018 ha incluso prove comprendenti differenti situazioni e testi in formati diversi,
esercizi interattivi con testi da leggersi in un ambiente web (simulato), “reading literacy
in the digital age” come la capacità di reperire, mettere in relazione e valutare le
informazioni navigando nei siti web:
• Formati di testo: continuo (articoli di giornali, racconti, lettere ecc.), discontinuo
(tavole, diagrammi, orari ecc.), misto (continuo e discontinuo) e multiplo (da più fonti)
• Nei diversi contesti: privato, pubblico, professionale
• Secondo diversi processi: accedere ed estrarre informazione; elaborarla e
interpretarla; riflettere e valutare.
12Perils of Perception
• Since 2012 the worldwide research (40 Countries, 150,000
interviews) carried out by Ipsos Mori - “Perils of Perception” –
have been showing the gap between one’s own perception of a
phenomenon and its actual dimension (e.g., migrants’ rate,
climate change etc.)
• https://perils.ipsos.com/
The Perils of Perception (2019) - bookcover
13Reading Literacy→ MIL
“reading literacy” as a foundational competence for MIL – Media and Information
Literacy, as a set of skills and competencies in making a competent, creative,
critical use of information.
E.g. AASL IL Standard (3 fields: IL, Learning, Social Responsibility)
The Info-competent Learner can
1) Access information in a efficient and effective way
2) Evaluate information in a critical and competent way
3) Use information in an accurate and creative way
The Self-directed Learner is an info-competent person and can…
4) Search for information related to his/her own interests
5) Appreciate literature and other creative expressions
6) Aim at excellence when searching for info and generating knowledge
The Learner who contributes in a positive way to his/her community is an info-
competent and self-directed laerner and can …
7) Recognize the importance of information for a democratic society
8) Act correctly when using info and ICTs
9) Take part in an effective way to groupwork to search for information and and
generate new knowledge.
14Reading in different contexts: some findings • Family and Children’s Library • School Library • University • Prison Library • Community Library
1. Family and Children’s Library
“Born to Read” activities were observed in a
children’s library in Southern Rome (2014).
The group of parents were then invited to be
interviewed.
A semi-structured questionnaire with open ended
questions was administered.
Main findings:
•Those who were skeptycal at the beginning became
aloud readers at home, too.
•Closer and closer adult-child relationship as long as
reading and workshop activities progress.
•Parents who are more convinced and aware of the
reading aloud efficacy were read aloud in their
childhood. They developed a closer relationship with
the adult who read to them.
July 2, 2019 162. Junior High School Library A survey was carried out in two Junior High Schools (Potenza County, Southern Italy) in order to understand if the school library makes a difference in learning and reading behaviors and outcomes. Context: Town 1: no public library; no school library (at the JHS1) Town 2: a double use school and public library (at the JHS2) Methodologies and tools: field observation, questionnaires, interviews. Group: all 8 graders of both schools Main findings: HG2 students who can access a welcoming, well furnished and furbished library and are exposed to an intense reading program show •high motivation and disposition to reading and learning, both at personal and interpersonal level (curiosity, self direction, collaboration etc.) •better performances in reading and learning outcomes •variety: they read more different titles and authors •active participation in the school life JHS2 school teachers and the headmaster strongly believe in the value of reading and the school library in nurturing it. (Same findings in a similar survey in a Junior High School outside Rome) July 2, 2019 17
3. University: the “Bibliographic Narration” at UniRoma3 The group of undergraduate academic students attending the 2014 LIS Course were invited to develop a “bibliographic narration” (racconto bibliografico) – a combination of creative and informative writing. Steps: •Presentation of the task (Student’s reaction: general skepticism!) •Choice of a topic according to personal motivation and interest and the LIS Course (e.g., reading aloud, children’s library services, multicultural services etc.) •Planning (brainstorming, mind/concept maps, previous knowledge, keywords etc.) and development of a basic plot •Exploration (search for information using different tools and resources) •Collection, selection, organization, processing •Development of the story combining different info and insights •Writing, publishing in their own blog •Presentation and public reading Main findings: Increased motivation, interest, attainment, self-esteem, better perfomance when discussing their thesis e.g. Amare la lettura attraverso un gesto d’amore July 2, 2019 18
4a. Jail: the “Bibliographic Narration”
4. Jail: Rebibbia Prison
at Rebibbia Prison Library,in Rome
Rome
Legal Framework:
Italian Constitution - Art. 27. (2)
“(…) Le pene non possono consistere in trattamenti contrari al senso di umanita`
e devono tendere alla rieducazione del condannato”.
i.e., “punishments may not consist in treatments that are contrary to the notion
of humanity and must tend to re-educate the convict”
Decree Dec.5, 2012, no 136 (that amended Decree June 30, 2000, no 230):
“Prison facilities are provided with a library, which is run in collaboration with
some prisoners. Access to the library
of each prison wing is scheduled in days and hours established in the prison
internal regulations. In prison, cultural, sports and leisure activities are carried out
to the purpose of re-educational treatment.” (p.9)
July 2, 2019 194b: the “Bibliographic Narration”
at Rebibbia Prison Library, Rome
A group of adult inmates attending high school in prison were
involved in a LIS Project (a basic LIS course in the prison library)
in 2015 and they were asked to develop a “bibliograhic
narration”.
At the very beginning: all of them were very skeptical and felt
unease
Steps: (as for case n.° 3)
Findings:
(as for case n.° 3)
July 2, 2019 204b: the “Bibliographic Narration”
at Rebibbia Prison Library, Rome
Based of the learners’ suggestions and expectations, from the pilot course, a basic
LIS Course was designed and then implemented.
AY 2014-15: pilot phase with CESP
AY 2015-16: preparation (course design and planning, cooperation building →
strategic alliance CESP, CePeLL, Biblioteche di Roma and University)
Features: learners of different type (inmates, school teachers, academic trainees,
educators);
The library as a fundamental learning environment; close cooperation.
AY 2016-17: 1° ed. (100 hours)
AY 2017-18: 2° ed. (100 hours)
AY 2018-19: 3° ed. (200 hours) – 6 modules: each of them: theory + practice →
workshop on the “bibliograhic narration”.
July 2, 2019 214b: the “Bibliographic Narration”
at Rebibbia Prison Library, Rome
Hand-made book (with Public Librarian Giovanna Micaglio, Biblioteche di Roma)
July 2, 2019 224b: the “Bibliographic Narration”
at Rebibbia Prison Library, Rome
19 stories (+1 still on its way…)
Examples → PDF
Outcomes
AY 2019-20: further steps (based on the follow-up meeting on June 28,
2019)
-----
Special thanks to:
• CESP (Centro Studi Scuola Pubblica) and its President Anna
Grazia Stammati
• CePeLL (Centro per il Libro e la Lettura)
• Biblioteche di Roma – Biblioteca Papillon!
July 2, 2019 235. Community Library: elderly people reading …and writing at Bibliostatuario! Elderly people are constantly involved in a number of activities (and they often speak of their own life, report relevant events of their childhood → e.g. war) at the BiblioStatuario, a community library in Southern Rome. They were invited to “donate” their story to the library and it became a publication. Book presentations and public readings were held. July 2, 2019 24
Final Remarks
“Libraries have long been champions of free and equitable access to information and
education. This role is more important than ever before in this era of rapidly changing
information policy and new digital ecosystems.”
National Policy Agenda for Libraries (ALA 2015, p. 2)
Reading - and writing - make a big difference in one’s own and community life!References ALA (2015). National Policy Agenda for Libraries: Executive Brief, [Chicago, IL]: ALA, http://www.ala.org/advocacy/sites/ala.org.advocacy/files/content/pdfs/NPAforLibrariesBrief2.pdf
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