Programme de la journée du samedi 23 août

Transcription

Lire à 15-20 ans à travers le monde. Où, comment, pourquoi ?
Colloque international / Satellite IFLA
Le samedi 23 août 2014 à la Bibliothèque Nationale de France
Les situations géographiques, socio-économiques, et les réalités quotidiennes des jeunes de 15 à 20
ans dans le monde sont fort diverses. Au sein même de cette tranche d'âge, certains sont scolarisés
ou étudiants tandis qu'une partie d'entre eux est active. D'autres restent en marge des institutions ou
du monde du travail. Pourtant, dans l'ensemble, les institutions culturelles de chaque pays peinent à
capter l'intérêt de ces adolescents et ces jeunes adultes. Volatil, fluctuant, ce public représente
néanmoins une cible importante pour les professionnels de la culture qui souhaitent les intéresser à la
lecture dans une phase de construction d'eux-mêmes décisive, souvent peu accompagnée. Comment
(re)donner une place à la lecture dans la vie de ces jeunes ? Numériques ou physiques, quels sont les
rôles et la place des médiathèques, des institutions culturelles et scolaires, du monde associatif ou du
monde du travail, pour développer la lecture des jeunes de 15 à 20 ans qui en sont éloignés ?
Le colloque se propose d'étudier ces questions et de dégager des recommandations utiles aux
praticiens. Le public attendu sera composé de bibliothécaires de structures publiques et scolaires de
taille et de nature variées, d'enseignants, d'animateurs et de médiateurs, d'étudiants et de
chercheurs, ainsi que d'autres professionnels travaillant en lien avec des adolescents et des jeunes
adultes sur ces thématiques.
Les présentations, en anglais et en français, seront traduites en interprétation simultanée. La journée
se conclura par un moment de convivialité autour d'un cocktail dans un lieu d'exception, le Belvédère
situé au 18e étage de la Bibliothèque nationale de France, avec une vue unique de Paris.
PROGRAMME
9h
9h15
Accueil
Mot d’accueil de Mireille Lamouroux, membre du comité national « IFLA Lyon
2014 ». Viviana Quiñones, BNF-CNLJ, présidente de la section IFLA Bibliothèques pour
enfants et adolescents et Barbara Schultz-Jones, présidente de la section IFLA
Bibliothèques scolaires
Mots d'ouverture par Henriette Zoughebi, vice-présidente du Conseil régional Ile-deFrance
9h30-9h45
9h45-10h00
Introduction à la journée par Sonia de Leusse-Le Guillou, directrice de Lecturejeunesse
10h-12h30
Situations, représentations et médiations autour de la lecture des 15-20 ans dans le
monde. Modération par Sonia de Leusse-Le Guillou
10h-11h25
10h-10h30
Situations et représentations des lieux et des pratiques de lecture des 15-20 ans
Lire à 15 ans : ce que nous pouvons apprendre sur les usages de la lecture et des
bibliothèques par les lycéens grâce aux dernières enquêtes PISA, Denice Atkins
(États-Unis)
Lieux et pratiques pour les 15-20 ans : les pratiques de lecture des jeunes défavorisés
de 15-20 ans au Nigéria. Quelles causes et comment les professionnels peuvent
aider, Chinememma Ugonna Umeh (Nigéria)
Portraits de non lecteurs. 15 jeunes de 15 ans dans le 15e arrondissement de Paris ;
«j'aime pas lire », ce que le collège doit, ce que le lycée peut, Pauline Delabroy-Allard
(France)
10h30-10h40
10h40-11h
Programme colloque Lire à 15-20 ans dans le monde. Satellite IFLA. BNF 203 août 2014
1
11h-11h25
Questions/échanges avec le public – Pause
11h25-12h30 Quelle offre et quelles médiations dans le monde pour rendre la lecture visible et
attractive ?
11h25-11h35 LIRE : la sagesse de la jeunesse, Elena Şerbu (Roumanie)
11h35-11h55 Transformer les adolescents en dévoreurs de livres : une histoire sans fin, May Chua
and Norhsashimah Azli (Singapour)
11h55-12h15 Entendez-vous ce que j’entends ? Interroger la pertinence des livres audio en tant
que support de « lecture », Maria Cahill (États-Unis) & Jennifer Richey
12h15-12h30
Questions/échanges avec le public
12h30-13h
Quand un bibliothécaire Jeunesse et un auteur primé discutent des jeunes adultes
et de la lecture. Présupposés, idées reçues, et quelques chiffres.
Entretien entre Lisa Von Drasek avec Kate DiCamillo, United State Ambassador for
Children's Literature of the United States Library of Congress and the Children's Book
Council (États-Unis).
13h-14h
Déjeuner
14h-14h25
Propos d'ouverture de l'après-midi, par Dominique Tabah, directrice honoraire des
bibliothèques de Montreuil (93).
14h25-17h05
Participation de tous les acteurs à des projets autour de la lecture des 15-20 ans, et
l'évaluation des projets : interventions modérées par Dominique Tabah
14h25-15h45 Modalités de la participation à des projets autours de la lecture
14h25-14h35 Impliquer la Jeunesse dans une nouvelle culture media qui mêle écriture et lecture à
travers les Makerspaces des bibliothèques, Cynthia Houston (États-Unis)
14h35-14h55 Un club de lecture accidentel ou comment arriver à impliquer les adolescents dans la
lecture sans l’avoir vraiment cherché, Alex Williams (Australia)
14h55-15h25 Drame, traumatismes et adolescents lecteurs : penser deux nouveaux espaces et une
collection spécifiques en bibliothèque pour un groupe d’adolescents à risques, K.E.
Hones (États-Unis)
15h25-15h35 Le nouvel auteur et la nouvelle lectrice de 15 ans, Blanche Wolls , David V. Loertscher
(États-Unis)
15h35-15h45
Questions/échanges avec le public – Pause
15h45-17h05 Comment évaluer des projets autour du développement de la lecture ?
15h45-16h05 Comment la lecture change-t-elle la jeunesse rurale du Burkina Faso ? L’effet sur les
choix économiques, Michael Kevane (Burkina Faso/ États-Unis)
16h05-16h35 Lire, c'est être libre de créer. Propositions pour un atelier de lecture pour et avec les
jeunes, Chiara Ramero (Italie)
16h35-16h45 Comment développer des pratiques de lecture chez les élèves, Pierre Rivano (France)
16h45-17h05 Un travail de grande qualité en bibliothèque – le sentier finlandais qui mène à des
recommandations de qualité pour les bibliothèques jeunesse, Ulla Pötsönen (Finland)
17h05-17h25
Questions/échanges avec le public
17h25-17h45
réserve)
Entretien de Sonia de Leusse-Le Guillou avec l'écrivain Marie Desplechin (sous
17h45
Clôture de la journée
2
Cocktail au Belvédère (18e étage)
18h
Librairies for children and young adults section & school librairies section
15 to 20 year olds reading across the world
Why ? Where ? How ?
Bibliothèque nationale de France (the National Library of France), Paris, France
23 August 2014 (9 AM - 6 PM)
Young people between 15 and 20 years old around the world live in very different geographic, social,
economic, every-day life conditions. Some attend secondary school or university, some work, some
both study and work and some do not study nor work. Changing, fickle, they are at an age that is key
for self-construction, and they often receive little support from adults.
Cultural institutions in every country struggle to attract these teenagers and young adults. They are
an important target for cultural workers trying to interest them in reading. How can we give or
restore a place for reading in their lives? How can 15-20 year olds that do not read be led to reading?
What roles can be played by physical and digital libraries, by schools and cultural institutions, by
associations and work places? This conference intends to study these questions and to produce
recommendations useful to practitioners.
The expected audience is likely to include public and school librarians, teachers, cultural workers,
students and scholars as well other professionals working with teenagers and young adults.
PROGRAM
9
9.15
Welcoming
Welcoming speech from Mireille Lamouroux, national Committee member « IFLA
Lyon 2014 ». Viviana Quiñones, BNF-CNLJ, président of the IFLA section libraries for
children and teenagers and Barbara Schultz-Jones, president of the IFLA section
school librairies
9. 30-9.45
Opening by Henriette Zoughebi, vice-president of the Conseil régional d’Ile-de-France
9.45-10.00
Introduction to the Colloquium by Sonia de Leusse-Le Guillou, Lecture-jeunesse
director
10-12.30
Situations, representations and actions on young adults reading around the world.
Moderation by Sonia de Leusse-Le Guillou
10-11.25
10-10.30
Places and practices for 15-20 year olds’ reading across the world
Reading at fifteen : what we can learn about students' reading habits and library use
from PISA 2009, Denice Atkins (United States)
Places and practices for 15-20 year olds : the poor reading habits of 15-20 year old
youths in Nigeria, causes and how professionals can help, Chinememma Ugonna
Umeh (Nigeria)
Portraits of non reading young adults. 15 teenagers of 15 years old in the 15th district
of Paris ; « I don’t like reading », what the college should do, what high school can do,
Pauline Delabroy-Allard (France)
10.30-10.40
10.40-11
11-11.25
Questions/debate with the audience – Break
3
11.25-12.30
11.25-11.35
11.35-11.55
What reading offerings (printed/digital), for what reading programs around the
world, to render reading visible and attractive ?
Reading : wisdom of the youth, Elena Şerbu (Romania)
Making bookworms out of teens : a never-ending story, May Chua and Norhsashimah
Azli (Singapour)
11h55-12h15 Do you hear what I hear ? Questioning the legitimacy of audiobooks
as “reading” material, Maria Cahill (United States) & Jennifer Richey
12.15-12.30
Questions/debate with the audience
12.30-1 pm
A Youth Services Librarian and an Award Winning Author in discussion about Young
Adults and Reading. Beliefs, fallacies and a few statistics.
Conversation between Lisa Von Drasek and Kate DiCamillo, United State Ambassador
for Children's Literature of the United States Library of Congress and the Children's
Book Council (United States)
1-2 pm
Lunch
2-2h25
Opening of the afternoon by Dominique Tabah, honorary director of Montreuil
librairies (93)
2.25-5.05
How do all actors, including young people, participate in reading programs around
the world ? Moderation by par Dominique Tabah
2.25-15h.45
How are the programs organized, what skills and training are necessary for the
actors involved in those programs ?
Engaging youth in a new media read-write culture through library Makerspaces,
Cynthia Houston (United States)
The accidental book club : getting teens interested in reading without really meaning
to, Alex Williams (Australia)
Drama, trauma and teen readers : designing 2 unique new library spaces and
collections for unique groups of at risk teens, K.E. Hones (United States)
The New 15-20 Year Old Reader and Writer, Blanche Wolls , David V. Loertscher
(United States)
14.25-14.35
14.35-14.55
14.55-15.25
15.25-15.35
15.35-15.45
Questions/debate with the audience – Break
15.45-17.05
15.45-16.05
How to evaluate reading programs ?
How does reading change rural Burkinabè youth ? Effects on economic preferences,
Michael Kevane (Burkina Faso/ United States)
Reading is to be free to create. Proposals for a reading workshop for and with
teenagers, Chiara Ramero (Italia)
How to involve students in reading ?, Pierre Rivano (France)
High quality library work – the Finnish path to quality recommendations for youth
libraries, Ulla Pötsönen (Finland)
16.05-16.35
16.35-16.45
16.45-17.05
17.05-17.25
Questions/debate with the audience
17.25-17.45
Conversation between Sonia de Leusse-Le Guillou and the french writer Marie
Desplechin
5.45
Closing of the colloquium
4
6pm
Cocktail party at the Belvédère (18th floor)
5
BIOGRAPHIE DES INTERVENANTS ET RESUME DES COMMUNICATIONS
(par ordre de programmation)
Denice ADKINS
Denice Adkins, Associate Professor, School of Information Science & Learning Technologies, University
of Missouri. Denice Adkins is an associate professor of library and information science. She has served
as the President of REFORMA (the National Association for the Promotion of Library & Information
Services to Latinos and the Spanish-speaking) and was a Fulbright Scholar to Honduras in 2008.
Reading at Fifteen: What we Can Learn about Students' Reading Habits and Library Use from PISA
2009.
This paper will focus on fifteen-year-old students' reading choices and format preferences in
countries at different levels of development and at different socioeconomic strata within the same
country. It will also look at reading motivation (those students who report that they like to read) and
reading preferences, to determine what sorts of materials are attractive to various types of readers
in various countries. Finally, it will look at the differences and similarities between digital reading and
print reading motivations and skills.
Chinemma Ugonna UMEH
Miss Umeh is a certified young librarian, and personal assistant to the Registrar/CEO, Librarians’
Registration Council of Nigeria. A member of the Nigerian Library Association (NLA) and teen
coordinator Harvest house International. She is a dedicated learner and achiever.
Places and practices for 15-20 year olds.
The poor reading habits of 15-20 year old youths in Nigeria: Causes and how professionals can
help.
This paper, through a sample study, analyses the Nigerian Youths’ psychology; the possible reasons
why they get put off from books and reading; their views on the various reading environments; and
what could be their ideal reading environment. The study shows that the growing technological
development, lack of parental attention, limited time allocations to reading in school libraries, lack of
adequate reading amenities and facilities in the libraries and more has contributed to the
unenthusiastic attitude of the Nigerian youth towards reading. Majority of the individuals of this age
group have easy access to this new technology, which are easily addictive as well as distracting.
This analysis proffers possible solutions to the existing problem, and suggests the ideal environment
that would not only motivate the mindset of these youths but will definitely improve and increase
their rate of patronage towards intellectual and leisure reading.
Pauline DELABROY-ALLARD
Professeur documentaliste au lycée Camille Sée à Paris. Diplômée du master Sciences de l'Information
et de la Communication de l'Université Paris Ouest Nanterre, Pauline Delabroy-Allard obtient le
master 2 professionnel de littérature pour la jeunesse de l'Université du Maine en 2011. Après avoir
travaillé en tant qu'éditrice et libraire, elle est actuellement professeur documentaliste dans un lycée
parisien. Elle est également l'auteur de plusieurs ouvrages, dont La littérature expliquée aux matheux
publié chez Edigo en 2013.
Portraits de non lecteurs : 15 jeunes de 15 ans dans le 15ème arrondissement de Paris.
« J'aime pas lire », ce que le collège doit, ce que le lycée peut.
L'étude que nous proposons est un cas sociologique précis au sein de la vie d'un établissement
parisien de taille moyenne : la cité scolaire Camille Sée, regroupant collège et lycée général, soit 1200
6
élèves environ. Partant du constat que le « j'aime pas lire » fait pratiquement l'unanimité parmi le
public lycéen, notre étude posera la question du rôle de l'institution scolaire. Nous verrons que s'il
est vrai que les jeunes parisiens ont, dans l'ensemble, une représentation négative de la lecture, il
n'en reste pas moins que la médiation des professionnels tient une place primordiale dans leur
approche de l'activité de lecture, si bien qu'il est en notre pouvoir et de notre devoir, à nous,
institutions scolaire et culturelle, de mettre en place des dispositifs de mise en relation des jeunes
avec des objets de lecture (livres papier ou livres numériques). La communication pourra prendre la
forme d'un film court regroupant les témoignages recueillis lors de l'enquête, suivi des conclusions
auxquelles nous serons parvenus, présentées en dix ou quinze minutes dans un exposé qui rendra
compte des réalités sur le terrain des personnels de l'institution culturelle française.
Elena SERBU
Directrice exécutive de la Bibliothèque Municipale « Radu Rosetti », Roumanie. Licenciée en
philologie (roumain-français), Elena Serbu a travaillé 17 ans comme professeur. Elle a été
bibliothécaire au département « Relations publiques » pendant deux ans, puis responsable du
département pendant une décennie. Elle dirige la bibliothèque depuis 2011.
LIRE-La sagesse de la jeunesse
Quelles stratégies pour faire venir les adolescents dans la Bibliothèque Municipale et plus important
centre culturel d'Onesti (Roumanie) ? Partage d’expériences.
Norhashimah AZLI
Shimah Azli is an Associate Librarian with the National Library Board (NLB). She is part of a dedicated
team of librarians who work hard everyday to ensure the next generation falls in love with books. She
believes that reading helps people understand more about themselves and the world.
May CHUA
May is an Associate Librarian with the National Library Board (NLB). She extols the virtues of reading
to captive audiences aged 7 to 17 in Singaporean schools. Her favourite sound is their collective groan
when she stops at the climax of every story and asks them to read the book to find out the ending.
Making Bookworms out of Teens : A Neverending Story.
This speech details the multi-pronged approach used by the National Library Board Singapore (NLB)
to reach out to school-going teenagers. Under the Read@School program, NLB has a wide range of
reading activities from genre-themed camps to a signature reading program that offers a series of
puzzles and clues, centred on a storyline. The goal is to get teenagers to perceive books as just as, if
not more, entertaining as their favourite movie or online game. Many have asked why we dedicate
so many resources to help teenagers pursue reading as an enjoyable activity.
One challenge we face here in Singapore is in finding good books that do not have inappropriate
references and/or themes, e.g. glamourisation of suicide or sex. In addition, how do we select books
to meet such a broad spectrum of expectations and requirements while taking into consideration
what teens themselves like? Especially when there is pressure from some teachers and parents who
expect us to recommend only critically acclaimed reads and/or award winners. And then there are
those at the other end of the spectrum who accept any recommendation – including graphic novels –
« as long as the child is reading a book ».
This proposition will also discuss the approach taken by NLB to complement its physical interactions
with teenagers. One new initiative is discoveReads – an online reading portal focused on peer-topeer sharing of good reads, and the creation of a community of readers. This is achieved through the
use of social media tools and gamification elements to promote reading amongst the digitally savvy
students.
7
Maria CAHILL, Ph.D
Assistant Professor, School of Library and Information Science, College of Communication and
Information, Educational Leadership Studies, College of Education, University of Kentucky, United
States. Maria Cahill holds a joint appointment in the School of Library and Information Science and
the Department of Educational Leadership Studies at the University of Kentucky. Her research focuses
on the use of educational media to support literacy development and professional development for
librarians.
Jennifer RICHEY, Ph.D
Assistant Professor, School of Library and Information Studies, Texas Woman’s University, Denton,
United States. Jennifer Richey is an assistant professor in the School of Library and Information
Studies at Texas Woman’s University. Her research focuses on evidence-based librarianship,
adolescents and health information literacy, and audio literacy.
Do you hear what I hear ? Questioning the legitimacy of audiobooks as « reading » material.
Audiobook use among young adults is on the rise (Audiobook Publisher Association, 2013), as is the
availability of audiobooks for young adult readers (Bowker, 2013). Drawing from the fields of literacy,
librarianship, and language studies, this paper presents and evaluates audiobook practices of 15-20
year olds. This exploration of adolescents’ audiobook use will support participants’ understanding of
the contributions that audiobook « reading » can make to the literacy development and content
knowledge of listeners. The examination of the literature will also address the leisure aspects
associated with audiobooks and the value of such activity for young adults. Finally, this paper and
presentation will identify a number of the gaps in the scholarship and prompt critical thinking about
the legitimacy of audiobook reading for young adults.
References
 Audiobook Publishers Association (2013a). 2012 sales survey. Retrieved from
http://www.audiopub.org/press/APASurveyPressReleaseFINAL.pdf
 Blum, I. H. (1995). Using audiotaped books to extend classroom literacy instruction into the
homes of second language learners. Journal of Reading Behavior, 27(4), 535-563.
 Bowker. (2013). Books in print. New Providence, NJ: R. R. Bowker, LLC.
 Carbo, Marie. (1978). Teaching reading with talking books.” Reading Teacher 32(3), 267–73.
 Cooper, R. R. (1993, June 6). Can we really read with our ears? The “Wuthering” truth about
novels on tape. New York Times Book Review. Retrieved from
http://www.nytimes.com/1993/06/06/books/can-we-really-read-with-our-ears-the-wutheringtruth-about-novels-on-tape.html?pagewanted=all&src=pm
 National Governors Association Center for Best Practices & Council of Chief State School Officers.
(2010). Common Core State Standards for English language arts and literacy in history/social
studies, science, and technical subjects: Appendix A. Washington, DC: Authors.
 Neuman, S. B. (2005). Audio books for kids: Add to your child’s reading pleasure and learning
experience by popping in a book on tape or CD. Scholastic Parent & Child, 12(4), 22.
 Pearson, P. D., & Fielding, L. (1982). Research update: Listening comprehension. Language Arts,
59, 617-629.
 Rosenblatt, Louise. Making meaning with texts. Portsmouth, NH: Heinemann, 2005.
 Serafini, F. (2006). Audiobooks & literacy: An educator’s guide to utilizing audiobooks in the
classroom. Random House Inc.: Reaching Reluctant Readers. Retrieved from
http://www.randomhouse.com/highschool/RHI_magazine/pdf/RHI06.pdf
 Whittingham, J., Huffman, S., Christensen, R. & McAllister, T. (2013). Use of audiobooks in a
school library and positive effects of struggling readers’ participation in a library-sponsored
audiobook
club.
School
Library
Research,
16.
Retrieved
from
http://www.ala.org/aasl/slr/volume16/whittingham-huffman-christensen-mcallister
8
Kate DICAMILLO
Kate DiCamillo is the National Ambassador for Young People's Literature 2014-2015. She is the
recipient of the 2014 Newbery Medal for her latest novel, “Flora & Ulysses: The Illuminated
Adventures” (Candlewick Press). This is DiCamillo’s second Newbery, which the American Library
Association confers for the « most distinguished contribution to American literature for children. »
The award is one of the most prestigious in young people’s literature. The theme of hope and belief
amid impossible circumstances is a common thread in much of Kate DiCamillo’s writing.
Lisa VON DRASEK
Lisa is the Curator of the Children's Literature Research Collections. She previously was the Children's
Librarian of the Bank Street College of Education. She was the teacher/librarian for pre-k through 8th
grade as well as a teacher of Children's Literature, Storytelling, and Children's Book Publishing 101.
Lisa reviews children's books for The New York Times, Shelf Awareness and blogs at EarlyWord : The
Librarian/Publisher Connection
A Youth Services Librarian and Award Winning Author in discussion about Young Adults and
Reading. Beliefs, fallacies and a few statistics.
Conversation with Kate DiCamillo, United State Ambassador for Children’s Literature of the United
States Library of Congress and the Children’s Book Council. When thinking about the readers who
are 15 - 20 years-old, what are our responsibilities towards inspiring them to read. Is there such a
thing as « good » and « bad » literature? Who are authors we would want this age group reading?
How do we define young adult literature and why do we need to? Who are the authors who speak
to youth across borders. Ms. DiCamillo will speak about her experiences with this age group and how
her books speak to a range of ages. Lisa Von Drasek will present a survey of United States literature
and collection development programs of United States Youth Librarians. .
http://read.gov/cfb/ambassador/
Cynthia HOUSTON
Cynthia is an Associate Professor in Library Media Education at Western Kentucky University in
Bowling Green, teaches classes in youth literature, information services, and cataloging. Her research
interests are digital resources for diverse populations and organizational change in school libraries.
Paper Proposal: Engaging Youth in a New Media Read-Write Culture through Library Makerspaces.
Many library and community centers are experimenting with the idea of Makerspaces, which are
essentially collaborative spaces where technology, tools, and information are shared. In
Makerspaces, members engage in research, reading, exploration of ideas, and experimenting with
tools and technologies, with the goal of developing innovative solutions to real-world problems. In
many countries Makerspaces are often targeted towards adult entrepreneurs, but many libraries are
transforming their teen spaces into Makerspace environments with great success. This paper
presentation will explain how Makerspaces can create and sustain a youth-oriented participatory
read-write culture in the first, second, and third worlds. The presentation will provide examples of
Makerspaces across the globe, how Makerspaces engage youth in an read-write participatory
culture, and promote reading, sharing, and using information for lifelong learning.
9
10
Alexandra WILLIAMS
Alexandra Williams works as a Liaison Librarian at Charles Darwin University (CDU) in the Northern
Territory, Australia. She also works as a Lead Mentor at CDU on the Into Uni program. Her other
interests include young adult fiction collection development.
The accidental book club: Getting “at-risk” teens interested in reading without really meaning to.
A plethora of library programs are available for and attended by primary and middle school students,
yet it is notoriously difficult to engage older teenagers, especially those who are regarded as “atrisk”. I argue that in order to encourage this seemingly elusive group to engage with reading in an
authentic and sustained way, the focus must first be on serving teens’ social and emotional needs.
Moreover, library-based services which explicitly support these needs are more likely to encourage
“at-risk” teenagers to engage with reading than those programs which focus on teens’ engagement
with reading as the primary desired outcome. This view has been formed as the result of working as
a Lead Mentor for the Into Uni program at Charles Darwin University in the NT, a role I took on in
addition to that of Liaison Librarian at the University. The Into Uni program is an Australian
government-funded project currently being undertaken by the University and a number of NT
schools which aims to help students from Indigenous and low socio-economic backgrounds make the
transition to higher education.
KE HONES
SFUSD Librarian at Civic Center Court School & Hilltop Pregnant Minors High, San Francisco,
California.
KE Hones has been a librarian in SFUSD since 1986 in K-12 school libraries. She also has taught night
school classes for high school students & summer school with K-2 moderate to severe Special
Education students. She currently works at three continuation court high schools. She is a National
Board Credentialed librarian.
Drama, Trauma & Teen Readers! Designing 2 unique new library spaces & collections for unique
groups of at risk teens. Program description:
Hilltop Pregnant Minors High School students range from 14-18 and many are learning English as a
second language. Young women can start at our school while they are expecting & continue after
their baby is born. The school is located in a building with many social service program for the young
families. Students continue with their academic education as well as learning parenting skills, healthy
baby strategies and useful community resources (including jobs & money management). Until this
year, there was no library at Hilltop High School. We are creating a space that will include books &
electronic resources for academics as well as pleasure reading for teenagers. We are also including a
collection of infant & toddler books so teen moms will be able to read to the little ones. Rocking
chairs in the library center will provide calm, restful & inviting seating for young moms & their
children.
- Civic Center Court School serves school students grades 7 through 12. Students from many areas of
The City are identified as soon as they experience difficulty, allowing the focus to be on intervention
rather than remediation. For the most at-risk students, those with habitual truancy, significant
behavior issues, and histories of suspension and expulsion, the goal is to change behavior so that
these students will stay in school and earn enough credits to graduate. As we establish the first
library ever at Civic Center we are including popular urban lit, graphic novels & books about the
justice system.
David V. LOERTSCHER
Professor, School of Library and Information Science, San Jose State University, San Jose, California.
11
Dr. Loertscher is an internationally recognized speaker, researcher, and author who has spoken at
IFLA pre-conferences and conferences. He edits Teacher Librarian and is a past president of AASL and
received their distinguished service award.
Blanche WOOLLS
Professor and Director Emerita, School of Library and Information Science, San Jose State University
School of Library and Information Science, San Jose State University, San Jose, California.
Dr. Woolls is a past president of IASL and AASL and a recipient of the AASL distinguished service
award. She is an IFLA personal member and speaker and has been responsible two IFLA
preconferences and the publication of the proceedings.
The New 15-20 Year Old Reader and Writer
The fastest and most effective way to engage readers of all cultures and all languages is to encourage
the teens of every nation to write and to read what other teens write on their cell phones. The idea is
to find, mentor, help produce and disseminate this writing by the national libraries of every nation in
a great network of LitoPedia of the globe. The object would be to find the S.E. Hintons, the Mary
Shellys, and the Ann Franks in a project to discover talent worldwide and the process produce a
world of teen readers and writers. We propose that a network of existing organizations,
communication industries, and software developers create a system that could work almost
anywhere, in most cultures, and in most languages. Prototypes already exist, but few that we are
aware of attempt to capture the writing of teens. Thus the proposal is a flip of the idea currently in
place. It is an attempt to capture the interest of teens already in a social media culture and focus on
their creative and literary abilities not usually captured, preserved, or shared. Preliminary research
has been conducted in Puerto Rico and the Dominican Republic where cell phone technologies are
common. School librarians often encourage students to write and may already distribute this writing
among classes and their schools, but that is their distribution. If teachers and librarians were to
submit the best of this writing to national associations and forwarded to national libraries, these
central depositories would allow dissemination throughout the world and in many languages.
Michael KEVANE
Associate Professor in the Economics Department at Santa Clara University, San Jose, California.
His recent research focuses on the importance of libraries in promoting reading and the impacts on
societies of a reading public, with articles published in academic journals such as Libri, World Libraries
and Bulletin des Bibliothèques de France. He is the author of Women and Development in Africa:
How Gender Works (Lynne Rienner, 2004). He has also published research articles on the
performance of agrarian institutions and markets in Africa in journals such as World Development,
Review of Development Economics, American Journal of Agricultural Economics, and Africa. He is coeditor of a book, Kordofan Invaded: Peripheral Incorporation and Social Transformation in Islamic
Africa (Brill, 1998). He is past President of the Sudan Studies Association, and co-director of Friends of
African Village Libraries (www.favl.org), a non-profit he co-founded in 2001 that has established
numerous village libraries in rural Africa.
How does reading change rural Burkinabe youth? Effects on economic preferences.
Results from a research project completed in 2013 that measured the effects of increased reading of
fiction on attitudes and preferences important for economic development, for youth (aged 15-25)
living in villages in south-western Burkina Faso. Flyers were distributed in 40 villages inviting
applications from youth who had completed the CM1 level (5th grade) and who were interested in
participating in the program. 696 applicants submitted completed applications by the deadline for
consideration, 295 were randomly selected to participate in the program, and 262 were randomly
selected to be in a control group. The random selection was stratified by nine clusters of villages, in
order to ensure an even distribution of workload for the eight program assistants. Participants then
received one young adult novel or bande dessinée, adapted to the rural milieu of Burkina Faso (books
12
were by West African authors, featuring stories from West African life). The research measured four
outcomes: inclinations to be cooperative, to trust others, to be patient, and to take risks.
Increasingly, these and other preferences or predispositions are seen as important in the process of
economic development.
Chiara ROMERO
Doctorante en littérature française à l’Université Paris-Est, ED Cultures et sociétés, Laboratoire LIS,
directrice de thèse : Marie-Emmanuelle Plagnol. Università degli Studi di Torino, Scuola di Dottorato
in Studi Umanistici, Dottorato in Lingue e letterature straniere moderne, co-directrice de thèse :
Gabriella Bosco.
Ramero Chiara est doctorante en littérature française. Elle étudie le roman pour adolescents
contemporain italien et français. Depuis 2006 elle est professeure de français et depuis 2012
responsable du projet Atelier de lecture Jeunes en collaboration avec l’Alliance française de Cuneo
(Italie) et membre de l’Afreloce. Voir : http://chiararamero.wix.com/atelierdelecture
« Lire c’est être libre de créer. Propositions pour un atelier de lecture pour et avec les jeunes. »
La communication sera basée sur des recherches et sur l’analyse des données recueillies auprès des
15/20 ans qui participent à l’Atelier de lecture Jeunes dont je suis responsable, soit une quarantaine
de classes italiennes environ, dont une dizaine de lycée. Il propose des activités créatives autour de la
lecture d’un roman pour adolescents en langue originale (français ou italien) et étrangère pour les
élèves. La communication sera structurée sur l’approfondissement des réponses aux deux questions
suivantes:
- Quelle place pour la lecture parmi les pratiques des adolescents?
Par la lecture, un adolescent grandit et se prépare à plonger définitivement dans l’âge adulte, mais
surtout il s’ouvre à l’imagination. Mais qu’est-ce que la lecture pour les adolescents? Quelle est sa
place dans leur vie? On analysera les résultats d’une recherche menée en Italie et en France entre
2012 et 2014 auprès des adolescents.
- Quelles stratégies pour rapprocher les 15/20 ans de la lecture?
Le rapport entre le lecteur et le livre est le point de force de la littérature pour adolescents.
L’identification du lecteur au héros ou au narrateur ou la dialectique opposition/identification sont à
la base de la lecture et constituent une possibilité de dialoguer sur des thèmes et des formes
narratives. Le livre doit se présenter comme le lieu de la rencontre entre le lecteur et la lecture. Lire
c’est trouver des réponses possibles, (se) connaître et favoriser le dialogue aussi. Il faut oublier la
lecture comme pratique individuelle et l’élever à pratique culturelle collective, lieu d’échanges et
voie de communication.
Pierre RIVANO
Docteur en sciences de l'éducation, ses travaux sur l'émergence de la motivation en enseignement
apprentissage ont fait l'objet de plusieurs publications. IAIPR-EVS, il a dirigé différentes productions
dont « Culture de l'information et disciplines d'enseignement », AIVASAT, outil de situations
pédagogiques.
Comment développer des pratiques de lecture chez les élèves ?
Dans le droit fil du congrès de l'IFLA d'août 2014, une réflexion a été lancée dans l'académie de
Toulouse sur le développement de la lecture. Une enquête a ainsi été réalisée auprès des
enseignants documentalistes pour connaître leurs pratiques mises en œuvre dans ce domaine. Un
des objectifs était d'observer la mutualisation des démarches et des pratiques. Comment dépasser le
cadre de l'action afin que le développement de la lecture ait un caractère globalisant ? Comment
utiliser les démarches et outils tels que Twitter, Diigo, Scoop.it ou encore Linkedin, dont la pratique
est accompagnée dans l’académie, pour développer des pratiques mutualisées dans le domaine de la
lecture ?
13
Ulla PÖTSÖNEN (Finland)
http://www.minedu.fi/export/sites/default/OPM/Julkaisut/2011/liitteet/OKM35.pdf?lang=
High quality library work – the Finnish path to quality recommendations for youth libraries,
High quality library work – Finnish path to national youth library quality recommendation Finnish
public libraries have a national quality recommendation paper written by a workgroup from Ministry
of Education and Culture. These recommendations sets the guidelines for standards of library
resources, premises, collections, services and staff know-how. Libraries use standards for assessing
and evaluating their actions, plans and strategies.
Marie DESPLECHIN
Marie Desplechin est née à Roubaix en 1959. Elle a fait des études de lettres et de journalisme. Dans
ses romans pour la jeunesse, elle explore différentes veines littéraires, le roman historique avec Satin
grenadine et Séraphine dont les thèmes principaux sont le XIXe et l'émancipation des femmes ; le
roman à plusieurs voix où se côtoient fantastique et réalité contemporaine avec Verte et Pome ; les
récits sur l'adolescence d'aujourd'hui dont notamment Le journal d'Aurore ; le fantastique et l'étrange
avec Le monde de Joseph et Elie et Sam. Pour les adultes, elle a publié un recueil de nouvelles, Trop
sensibles, des romans, Sans moi, Dragons, La Vie sauve écrit avec Lydie Violet (prix Médicis 2005)
etDanbé avec Aya Cissoko, entre autres.
Elle travaille régulièrement comme journaliste pour différents magazines et participe à l'écriture de
scénarios de films. Elle vit à Paris.
Voir : http://www.ecoledesloisirs.fr/php-edl/auteurs/fiche-auteur-nvo.php?codeauteur=469
LES ORGANISATEURS
SECTION IFLA BIBLIOTHÈQUES POUR ENFANTS ET ADOLESCENTS
Présidente : Viviana Quiñones
Bibliothèque nationale de France, Centre national de la littérature pour la jeunesse - La Joie par les
livres
Quai François-Mauriac, 75706 Paris cedex 13
Tel. 01 53 79 52 86 / [email protected]
Secrétaire : Kirsten Boelt
Deputy City Librarian
Aalborg Public Libraries
Rendsburggade 2, Postboks 839, DK-9100 Aalborg, Danemark
Tel. +(45)99314425 / [email protected]
SECTION IFLA BIBLIOTHÈQUES SCOLAIRES
Barbara Schultz-Jones, présidente ([email protected])
Diane Oberg, secrétaire ([email protected])
14
IASL (INTERNATIONAL ASSOCIATION OF SCHOOL LIBRARIANSHIP)
Pôle Europe : Luisa Marquardt, présidente ([email protected])
Pôle Canada : Dianne Oberg, présidente ([email protected])
Comité français d’organisation :
CANOPE (ex. SCEREN-CNDP et CRDP), le réseau de création et d'accompagnement pédagogiques
Canopé (Chasseneuil) : Jean-Marc Merriaux, Directeur Général et Sébastien Brunet, Directeur de
l'ingénierie de la documentation, de la formation et du patrimoine
Canopé de l'académie de Paris : Bertrand Cocq, directeur et Brigitte Pierrat, chargée de mission
Gaëlle Bebin, responsable de la communication et des formations ([email protected])
ASSOCIATION LECTURE JEUNESSE
Directrice : Sonia de Leusse
190, rue du Faubourg Saint-Denis, 75010 Paris
ABF (Association des bibliothécaires de France)
Groupe ABF Ile-de-France : Christine Péclard, présidente
Médiathèque Marguerite Duras
115, rue de Bagnolet, 75020 Paris
BPI (Bibliothèque Publique d'Information)
Service Nouvelle Génération
Mélanie Archambaud, chef du service
25, rue du Renard, 75197 Paris Cedex 04
Tel : 01 44 78 44 32 / [email protected]
BIBLIOTHEQUE NATIONALE DE FRANCE
Lucile Trunel, chef du service de l'action pédagogique ([email protected]) : Direction de la Diffusion
culturelle, Département des publics et de la médiation
CNLJ (Centre national de la littérature pour la jeunesse) : Viviana Quiñones ([email protected])
COMITE NATIONAL IFLA 2014
Mireille Lamouroux, en charge de la documentation scolaire /Section IFLA School Libraries
([email protected])
MINISTERE DE L'ÉDUCATION NATIONALE
Inspection générale Groupe Etablissements et vie scolaire : Michel Reverchon-Billot, IGEN EVS
LIEU
Bibliothèque nationale de France
site François-Mitterrand, petit auditorium
e
Quai François-Mauriac, Paris 13 .
15
Métro : Quai de la Gare (ligne 6) ou Bibliothèque François Mitterrand (ligne 13)
Ligne 14 et RER C (Bibliothèque François-Mitterrand)
Bus : Lignes 89, 62, 64, 132 et 325
16

Programme de la journée du samedi 23 août

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