IFLA SL Newsletter

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Pupils ICT Licence in Allerød, Denmark

By Helge Hansen and Jesper Holtoug,
Skovvangskolen, Allerød.


Two years ago Skovvangskolen began issuing ICT-certificates to the two grade 3 classes. The certificates are   tangible proof that the pupils have achieved the standards of the IT and media competances for their age group.

These two classes have systematically worked with ICT from their outset in school and the presentation of the certificates took place at a ceremony, with the flag hoisted, the Principal making a speech, and the local paper taking photos

The two classes were not isolated with particularly ICT-skilled teachers working in their own specialised field. To the contrary, it was the beginning of the schools ICT-programme using the so called  JUNIOR PC LICENCE concept and integrating the existing ICT curriculum in all subjects at all levels including the 3 elements: operational competences, comprehension competences and reflexion competences.

The aim is far more than technical and skills introduction to the work with ICT. Importance is attached to ethical and moral codes just as much as questioning and encouraging within ICT the ability to distinguish between good and bad information.

The concept, which has been evolved from UNI-C (The Danish IT Centre for Education and Research under the Danish Ministry of Education) appears comprehensive and invaluable, several attempts having been made to simplify and exemplify ideas.

As an example Skovvangskolen has placed a very simplified version of the concepts stage objectives on their website home page – a so called “pixi-edition”.

In every way we have aimed at making the project a scheme for the whole school – not only a project for frontrunners and ICT-nerds. If we succeed – the experience will demonstrate that the management of the school has played an important part in the project and that development is down to more than just the co-ordinator but to the involvement of the school.

The management of the school should support the project consistently and announce results. Daily co-ordination ought to be undertaken in School Libraries and Resource Centres.

It is our experience that the schools that have flexible Resource Centres achieve the best results. Flexibility is achieved by finding the right service minded, competent people and employing them full time in The Resource Centres.  

Impossible some people will say, but actually this is a question of priorities and delegation of new assignments to the centres.

A project like this isn’t going to spread throughout the school just like that if there isn’t help and inspiration available when the various teams of teachers have need for it.

Skovvangskolen is an ordinary, middle-sized school (folkeskole), which in composition essentially doesn’t differ from most Danish suburban schools. The school is one out of 50 Danish schools in the so called European Network of Innovative Schools – schools that have been selected because they have at heart integration of ICT in the daily work of the school. Not merely flashy ICT-projects in individual areas, but the whole breadth of the scheme reaching out to all corners of the school.

One of the obligations of The ENIS-schools is to spread the experiences to other schools in the area and to draw attention to these and the outcome. We decided that a strategy involving too much talk and discussion leads to too few results. If we had to wait for agreement at the particular school or in the local authority it is likely that we would never have been able to start this project. Instead we got support from the management of the school to start the project and then later assessed the project tas a part the whole picture.

Our actual experience was to allow good news to spread and to learn from mistakes. When people see photos and enthusiastic text in the local newspaper and reports are heard on national radio – it is difficult to turn down the project as something that can’t be done/there isn’t time for /we can’t afford it.

 It is our contention that there is time and you can’t afford not to. ICT is a cultural skill as significant as reading, writing, maths and English – without ICT you are simply not able to be informed and take an active part in the modern society. The task can’t be left to the individual ICT-specialists. On the contrary it is a task for the Resource Centres and all teachers involved with the classes. If these teachers feel they are not capable then we must enable them so that they can be !

The school:

Skovvangskolen, Allerød, Denmark –suburban to Copenhagen

Ordinary folkeskole, roughly 550 pupils

From this 25 specialclass-pupils and 30 physical disabled pupils

Attached to several international projects  – such as UNESCO e.t.c.

Attached to ENIS (European Network of Innovative Schools) since 2004.

Library and Ressourcescentre (LaR):

Devellopment, nice facilities – about  45 pc-workingplaces. We have 2 persons working fulltime and additionally 3 persons employed  working part time. This team has been delegated many different tasks apart from the management of LaR, communication, courses, guidance on reading, maintenance of homepages, all ICT-tasks. The economy in these areas is managed by the LaR-team.

ICT-equipment at the school:

The school has at it’s disposal all together about 120 pc-workingplaces from here 12 combined with protectors and 4 interactive whiteboards.

ICT in the community:

The 6 schools have a common ICT-policy. Technical maintenance and support is managed by a professional company who has one person employed for this job.



Dansk udgave JPC


Engelsk udgave JPC


Skovvangskolen JPC




Unsendelse Danmarks Radio fra Skovvangskolen





January 14, 2007 Posted by | 4. Issue 43, 5. Theme 43: Information Literacy, Denmark | Leave a comment

The Danish school librarian education under change

By Bernt Hubert
CVU – Center for education in Copenhagen and Nordsealand

From August 2005 the Danish school librarian education course has changed dramatically. From having a course lasting two and a half months in a row, it now takes at least one year with sequential shifts between educational presence in a University College and personal studies and reflections in own job practice.

In the centre of the old education reading and handling child and youth literature had a central position, now a broad variety of media skills are the focus. Besides this the former course often had local content which is no longer allowed, therefore the curriculum now is the same wherever the education is taken.

The new school librarian education course is designed to develop a variety of different school librarian functions among which general school development is considered one of the most important theoretical skills. Pedagogical guidance and professional help with common educational matters, ICT and new Medias also have high priority.

Told shortly the new Danish school librarian education is now set to 27 ECTS point (European Credit Transfer System) and it contains 3 modules:

Basic school librarian module

Media and ICT guidance module

Media and media culture module

All three modules are designed so that the student can connect academic theories from the course to their own practice in their schools. They are, so to speak, being made ready to meet the children and youngsters of our time in order to formalise and develop the autodidactic media skills which young people often bring to school.

In the basic school librarian module the students create a portfolio, which is evaluated at the end of the module. The two other modules are basically more academically designed to handle scientific theory and the students must compile a report which must be presented, performed and defended in individual examinations.

All media are represented in the education: mobile phone, video production, sound recoding and editing etc. as well as books and the school librarian is now meant to be an innovative contributor to both pedagogical and organisational developments on different levels in the schools. Therefore the new school librarian education course is considered as a paradigm change that, hopefully, will affect the implementation of modern media and the pedagogical use in a positive way. Also it will turn the schools libraries into learning centres able to perform better specific media integration and greater general organisational development in the schools.

The big challenge in Denmark is to make the school librarians capable of taking leadership in a world where culture is changing rapidly and the “global village” is a fact, a reality through the Internet. Education and socialisation in a chaotic world are difficult assignments and overview and order must be replaced with strategic navigation and orientation on behalf of different cultural backgrounds. Children’s spiritual and intellectual potential has to be carefully supported to maximise their qualifications and evolution as human beings and in this sense the school libraries must act as a catalyst.

Read more (in Danish)


January 14, 2007 Posted by | 2. Issue 42, 3. Theme:42: SL-education, Denmark | Leave a comment