Keynote title: 'Challenges. Your mission if you choose to accept it is...' Abstract: Challenges are the stuff life is made of. Challenges can be treated as obstacles or opportunities. Lyn explores some challenges currently facing school libraries, the teacher librarian profession and education, in general. How one chooses to overcome challenges determines one’s success or failure. Our mission is success – individually and collectively. So what’s the plan? Your mission if you choose to accept it is... SLAQ Conference 2012 (3-5 July 2012) Theme: Northern Escape - Connect, Create, Challenge Venue: Pullman Reef Casino, Cairns, Queensland, Australia Conference program themes: * Connect: culture, curriculum, children's literature, YA literature, reading, authors, illustrators; * Create: information literacy, Web 2.0 technologies, interactive classrooms; * Challenge:leadership, management, professional development, copyright, digital schools.

1. Challenge.
Your mission if
you choose to
accept it
is...
LYN HAY
Lecturer in Teacher Librarianship
School of Information Studies
Charles Sturt University
SLAQ 2012 Conference, Cairns 2-5 July 2012 http://www.flickr.com/photos/bradley_loos/2187499731/

2. Change is
inevitable.
Progress is
optional.
Journalism 2.0: How to Survive and Thrive.
A digital literacy guide for the information age.
By Mark Briggs 2007, p.10.

5.  The challenge:
articulating how
school libraries
impact on student
learning
 Assumption that by
virtue of actions,
outcomes happen

6.  Move from TL „actions‟
to student outcomes
 Lack of systematically
gathered, empirical
evidence
 Barriers to evidence
building
 Evidence begins with
TL action

7. “We recommend that the profession as a
whole needs to
develop the capacity
to articulate needs
from research-based
evidence and local
evidence collected
in the school.”

8.  Acknowledged
international
research evidence
as useful
 A lot of anecdotal
evidence presented
 EBP takes time
 Documenting
evidence is critical

9. CC BY 3.0 http://connectedlearning.tv/infographic

10. Educating for the 21st century
 How to we educate our students to meet the high
levels of literacy in the technological workplace?
 How do we prepare our students to navigate and
make sense of the global information
environment?
 How do we enable our students to draw on the
knowledge and wisdom of the past while using
the technology of the present to advance new
discoveries for the future?

11. Educating for the 21st century
 How do we prepare our students to think for
themselves, make good decisions, develop
expertise, and learn through life?
 How can we re-engineer school libraries to
develop lifelong learners to survive and thrive in
our dynamic, socially networked world?
 How can we best utilise inquiry learning across
the curriculum to meet the challenge of
educating our students as critically literate, and
creative and innovative thinkers?

12. Most powerful learning tools
Questions
And the process
to uncover
answers
Problems
and the inventing
of possible
solutions

13.  Learning &
innovation skills
 Information,
media &
technology skills
 Life and career
skills
www.21stcenturyskills.org

14. Learning to learn & innovate
 Critical thinking & problem solving
expert thinking
 Communication & collaboration
complex communicating
 Creativity & innovation
applied imagination & invention

15. „Rethink Possible‟
INNOVATION
It‟s a definite possibility
AT&T Rethink Possible campaign http://www.youtube.com/watch?v=7EhQitYGuBk

16. Digital literacy
 Information literacy
access information efficiently/effectively, evaluate information
critically/competently, use information accurately/creatively
 Media literacy
analyse media, ethically/legally access & use media, create
media products by effectively using media tools
 ICT literacy
use technology as a tool to
research, organise, evaluate, communicate, social
networking, ethically/legally use technologies

17. Life & career skills
 Flexibility & adaptability
adapt to varied roles/job responsibilities/schedules/contexts,
understand, negotiate, balance diverse views/beliefs, find
workable solutions
 Initiative & self-direction
manage goals/time, work independently, be self-directed
learners, go beyond basic mastery, reflect critically on past
experiences to inform future progress
 Social & cross-cultural interaction
know when to listen/when to speak, be respectful interacting
with others, work effectively in diverse teams, be open-minded
to different ideas/values, leverage social/cultural difference to
create new ideas, innovate& improve quality of own/groups‟
work

18. Think global
Global Competence is the knowledge, skills,
and dispositions to understand and act
creatively and innovatively on issues of global
significance:
 Investigate the World
 Recognise Perspectives
 Communicate Ideas
 Take Action
http://www.edsteps.org/ccsso/SampleWorks/matrix.pdf

19. „Rethink Possible‟
INNOVATION
It‟s a definite possibility
AT&T Rethink Possible campaign http://www.youtube.com/watch?v=7EhQitYGuBk

20. Rethink Possible
Dare to Dream
http://www.bbc.co.uk/topgear/

21. Life & career skills
 Productivity & accountability
manage projects, set/meet goals, deal with
obstacles/pressures, prioritise/plan/manage to achieve
intended result, produce results through
multitasking, managing time effectively, respect/appreciate
team diversity
 Leadership & responsibility
project-based, studio model of work more prevalent
now, guide & lead others, use interpersonal/problem-solving
skills to influence/guide others towards a goal, inspire others
to accomplish, lead by example, selflessness, acting
responsibly with interests of larger community in mind

22. Building blocks for
a revolution Obstacles
or
Opportunities?

23. Principles of 21C school libraries
Instructional zone within & beyond the school
 fluid library design
 blended learning environment
 building capacity for critical engagement
 centre of learning innovation
 power of pedagogical fusion
 seamless search interfaces
 balanced collection
 literary learning
(Hay & Todd 2010)

24. What do you want your
school library to look
like?
What do you
want your school
library to do?

25. Rethinking
what
we do...
is possible
Hay, L. (2010). Chapter 9: Developing an information paradigm approach to build and support the home-school
nexus. In M. Lee & G. Finger (Eds.), Developing a networked school community: A guide to realising the vision
(pp. 143-158). Camberwell, Vic.: ACER Press.

26.  information-technology-learning hub
 high-end multimedia production facility
 technology engine of
a networked school
 large, flexible learning
space based on fluid
design principles
 layout will look
different on a daily
basis
Photo courtesy of Ross Todd: St Stephens College Oxenford

27. “Imagine an
activity
and we will
make a
space for it”
High School TL
(Hay & Todd 2010, 2A.5)
http://www.cabe.org.uk/case-studies/frederick-bremer?photos=true&viewing=7110

28. iCentre
 technical-admin
aspects of
technology are
secondary to
learning agenda
 information,
technology,
curriculum & e-
learning staff are
„blended‟
 convergence
allows strategic
conversations

29. Do you want...
 pedagogy to fuse the work of
information, technology &
learning specialists across the
curriculum?
 key information, technology & iCentre @ Broulee Primary School
http://www.broulee-p.schools.nsw.edu.au/iCentre.html
learning leaders within a school
combine to consolidate their
efforts?
 strengthen the connection
between home and school, and
harness mobile connectivity?

30. Do you want...
 to build capacity in
your staff to use
information and
learning technologies
to differentiate learning?
A differentiated curriculum is a program of activities that
offers a variety of entry points for students who differ in
abilities, knowledge and skills. In a differentiated curriculum
teachers offer different approaches to what students learn
(content), how students learn (process) and how students
demonstrate what they have learned (product).
http://www.curriculumsupport.education.nsw.gov.au/policies/gats/programs/differentiate/index.htm

31. Guided Inquiry
 Inquiry that is guided by an instructional team using
scaffolds to enable students to gain a depth of
understanding and a personal perspective through a
wide range of sources
of information...
+ technologies
 Research shows that inquiry
sparks learning in students
and that inquiry learning
calls on the collaborative
expertise of teachers &
TLs... + other specialist
teachers

32. Do you want...
 to support teachers in effectively leading
learning using 1:1 computing?
 to provide timely,
responsive
information,
technological &
technical support to
staff & students?
 to support the
development of
personal learning
environments?

34. Personal learning environments
PLEs refer to student-designed learning approaches
that encompass different types of content — videos,
apps, games, social media tools, and more — chosen
by a student to match his or her personal learning style
and pace...
The goal is for students to have more control over
how they learn, and for teachers to set expectations
that their students will be more engaged in
understanding and applying their learning strategies....
many educators see PLEs as having considerable
potential to engage students in ways that best suit
their individual learning needs. (p. 8)
http://www.nmc.org/pdf/2011-Horizon-Report-K12.pdf

35. 3 new pillars of 21C learning
#1 I‟m only one of my students‟ teachers, but
I‟m the most important because I teach
them to connect to all the
others.
#2 My students should learn
from me how to learn without
me
#3 My students‟ knowledge lies
not only in their minds but in
their networks
http://www.districtadministration.com/

36. include techniques
“Student‟s individual, customised collection
of preferred technology tools and
techniques that he or she uses on a regular
basis to complete a range of school and/or
personal information, communication and
learning tasks.”
(Hay PhD research, 2012)

37.  Accessibility
 Utility
 Ease of use
 Time pressures
 Familiarity
 Experience
 Return on  Previous
investment (ROI)  Successful
 Regular
 Convenience
(combo of some or all of the above)
(Hay PhD research, 2012)

39.  Just because the learning across curriculum areas is
segregated, does this mean that students‟ use of
technology tools has to be too
 PTT implies a level of critical evaluation, personal
ownership and explicit preference in adopting and using
those technologies that an individual student has in their
toolkit
 Teachers and TLs need to respect student preference and
gain an understanding of the reasons behind student
choice in adopting or eliminating a particular technology
 However, we also need to find ways to help some students
consider expanding or revising their PTTs
(Hay PhD research, 2012)

40. rethink – rebuild
– rebrand

41. 'Chiara
iCentre:
more
than
just a
library'
Maureen Twomey, iCentre
Coordinator, Assisi Catholic
College, Upper Coomera, QLD
PLC’s 1 degree bar. Permission to use photo by Gary Green

42. iCentre team
 resourcing of the curriculum reflects
multi-format nature of our world
 supports inquiry learning, immersive learning
experiences, knowledge construction
 works with teachers to design curriculum
units that reconcile multiple literacies
 supports transfer and consolidation of
literacies across the curriculum
 supports teachers to take risks as learning
and technology innovators
 provides „nuts & bolts‟ technical support

43. Potential iCentre team pool
 Principal, deputy principal, assistant principal
 Directors of Curriculum, IT, e-Learning,
Library/Information Services, Pedagogy,
Research
 Head Teachers/Teaching Coordinators of
curriculum, learning technologies, and
Teacher Librarians
 Interested, leading teachers, early adopters
 Technical support staff – technology, library,
administration

44. Convergence allows strategic conversations

45. Your challenge is...
Not
just
survival

46. Embracing challenge
Not survival
=
thrival

47. “We are on a learning journey with regard to
pedagogy and technology, but this building has
given us many more options to explore…”

48. http://www.flickr.com/photos/78154370@N00/5761280491/sizes/o/in/photostream/

49. http://www.slideshare.net/jlagarde/librarians-are-ready

54. The power of persistent search
Persistent search allows you to enter a search
term once and receive real-time updates
whenever there’s a new result for that term,
saving you time and ensuring you’re always on
the pulse of what’s going on.
“If ur gonna use Google...”
 Google Alerts for searches
 Google Reader as an aggregator
 iPhone/iPad apps

56. http://daringlibrary.edublogs.org/

57. CC BY-SA 2.0 by badjonni
http://www.flickr.com/photos/badjonni/474558791/sizes/z/in/pool-52241664802@N01/

61. Kotter's 8-Step Change Model
1: Create Urgency
2: Form a Powerful Coalition
3: Create a Vision for Change
4: Communicate the Vision
5: Remove Obstacles
6: Create Short-term Wins
7: Build on the Change
8: Anchor the Changes in School Culture
http://www.mindtools.com/pages/article/newPPM_82.htm

65. From: Stowell & Mead. (2005). Ahead of the curve.

66.  Rethink how you
connect with people
 Keep moving forward –
that‟s what innovators
do
 Leaders who take risks
but can say „No‟
 The law of linchpin
leverage – 5 mins of
brilliance per day

67. http://www.bonkersworld.net/best-social-network-ever/

68. https://www.facebook.com/groups/EBPforSL/

69. https://www.facebook.com/photo.php?fbid=438779742820146&set=a.217511971613592.63685.202601336437989&type=3

70. It‟s a definite “It doesn‟t have to be
possibility
sailing around the
world. It might be
building an
orphanage in
Cambodia,
campaigning for
climate change or
something as simple
as getting a driver‟s
licence.
So, to all you Aussies
out there, particularly
us young guys, let‟s
dream big. But more
importantly, let‟s
make it happen.”

71. LYN HAY
Lecturer in Teacher Librarianship
School of Information Studies
Charles Sturt University
SLAQ 2012 Conference, Cairns 2-5 July 2012
http://www.flickr.com/photos/bradley_loos/2187499731/