Education must be the tool of opportunity, not the yardstick of inequality. Michael Lee, Shadow Minister Education 2000

Information literacy is the single most pervasive educational issue for the 21st century. Bundy 2000

Library programs must be based around learning, not around libraries. Stripling

A networked community is not a learning community. Mal Lee 1988

The process of rethinking a library program based on research about learning seems daunting. First we must identify from research what we know about learning. We must derive the implications from those findings for learning, planning, and teaching through the library. Finally, we must evaluate honestly the effect of our programs on student learning. Stripling

What is lacking is recognition by educrats and governments that information literacy, not information technology, is the key educational issue of the so called information age. Schools need to have information literacy development integrated into the curriculum and facilitated by access to a wide range of resources mediated by qualified teacher librarians. There is increasing evidence of improved learning outcomes if this occurs. Bundy 2000

Data and information is moving faster, and becoming cheaper to acquire. It is also becoming a tsunami, requiring new measures of human discipline, scepticism and information literacy. The thrill of acquiring or distributing information quickly must not be confused with the more demanding task of converting it into knowledge and wisdom. Bundy 2000

There is a difference between having access to information and having the savvy it takes to interpret it. C.  Stoll, physicist

Most people do not surf the net. They dog paddle in a Sargasso Sea of data, and are washed upon the websites of false prophets. Business librarian

Funds have been provided for hardware, software and connectivity but have not been matched by funds for the staff - the information professionals - to support, market and help exploit these installations. The result inevitably is a limited return being received on the investment in technology and connectivity. ...aThis is despite all of the rhetoric about the application of the first of the Mayer competencies ('collecting, analysing and organising ideas and information') and policy papers which have stressed student, rather than teacher, centred resource based learning, and cooperative program planning and teaching (CPT) between classroom teachers and teacher librarians. Yet this is the so called age of information when the future of economies, local and national, will supposedly depend on effective use and questioning of information, and when the same will be needed to sustain democratic societies. Bundy 2000

The report 'Our Future' is an unprecedented report in the history of Australian education. It gives us a good look, or a disclosure of what's happening in the minds of almost 2,500 leaders of government primary schools. And what we're saying is we are angry, we are  frustrated, we are despondent about our inability to deliver on curriculum demands, societal expectations, school-based management, and the list goes on. And I think when we have that many of state school leaders speaking or thinking that way, that it's testimony to a real problem or even a crisis in Australian primary education ....aaa
We`re all too good at defining what are the curriculum benchmarks we want, without in parallel defining what are the resourcing benchmarks we want which will enable us to achieve those outcomes.... I think it`s time we learnt  from constituencies like Canada, who I think are unique in their policy position in that they understand if they want to achieve a certain economic position in the year 2025, what are they going to be doing for the 0- to 8-year-old now? If we can get this country thinking along those lines, we may get somewhere. Tom Hardy

It is a question of survival of the fittest. Business leaders surveyed by Reuters

It is the subconscious or even conscious awareness of the power and authority implications of the fostering of information literacy which I suspect may lead too often to the marginalisation of the role of the teacher-librarian and significant  ... access to information resources, and education about them. Bundy 1997

There have been comparitively few resources put into educating people how to cope with the mass of information they are confronted with. Da Silva

Only a small percentage of students undertook a 'deep' approach to learning, in which students seek meaning in study, reflect on what they see and hear, and undertake to create (or re-create) their personal understanding. Marton & Saljo

Change requires commitment of energy and resources. It requires people to take risks and break habits. It causes discomfort and uncertainty. It creates needs as well as satisfies them. When undergoing change, people need more support and security than when their world is stable; these needs must be satisfied for substantial change to go forward. Schlechty

It is clear that the school principal must be informed of the importance of school culture for effective programs and expect planning among teachers on his or her teaching staff if the teacher-librarian is to be as successful as possible. Haycock 96

At all stages of the process, provide deliberate, well planned classroom opportunities for students to recall, summarise, papraphrase and extend information. Independent research is not isolated research, but should be integrated into a continuous dialogue of learning. Kuhlthau

In middle school and junior high school, the process approach continues with longer concentrated periods of extended research under the guidance of the teacher and library media specialist on topics that truly engage the students' interest and curiosity. The two key elements at this point are sufficient time to work through the entire process and caring guidance to develop strategies for success in each stage. Kulthau

There have been more than 60 education and library research studies during the last 30 years which demonstrate that school library resource centre programs and teacher-librarians have a real impact on student learning and achievement far exceeding any impact from information technology alone. Bundy

The case study had as its foundation a vision in which information, information literacy, information technology, the school library and information literate students should be at the centre of the intellectual life of the school, and one which is shared by the whole school community. Todd 1995

Let's get it right. RFF; sorely needed, is for relief where teachers teach; in the classroom. The library is not a teacher's classroom, and is therefore not to be used as a substitute for teaching in the classroom. If the teacher-librarian is relegated to the role of a classroom teacher, professional services to teachers and ultimately students are forfeited. Using the library for RFF prevents teachers from accessing the library as a learning and resource centre, and prevents the teacher-librarian from providing meaningful teaching and learning of information literacy in context. Assistant principal, 2001

Some golden oldies:

Johnson, quoting studies in Victoria in 1978:
Often the studies revealed a well-organised library resource centre operating in glorious isolation. The teacher-librarian as an educator cannot operate in a vacuum. the nature of their work is closely allied with that of the teacher.

What a school thinks about its library is a measure of what it feels about education (US Commission of Education)

It is clear that a successful school library does not exist in a vacuum, but is an embodiment of a school's philosophy about learning. Maurice Balson

The library should become part of every teacher's responsibility. Ernest Roe. Teachers, librarians and children. 1966

What we want to see is the child in pursuit of knowledge, and not knowledge in pursuit of the child. G.B. Shaw

The library is a service station, not a parking lot. Unknown