Hay, L. (2010). What would a school library of the future look like? [Workshop]. Cairns Diocese Curriculum Conference Library Strand, Catholic Education Services, Cairns, Qld, 13 March.
rethink – rebuild - rebrand: think iCentreSyba Academy
Featured address at School Library Association of Victoria (SLAV) 'Creating collaborative learning spaces: Future school library scenarios' seminar held at Victoria University of Technology, Melbourne, Friday 25 March 2011
Anatomy of an iCentre: Concepts and practice in schoolsSyba Academy
Keynote presentation by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented at the Librarian's Knowledge Sharing Workshop
Friday 21 & Saturday 22 February, 2014
Jerudong International School, Brunei Darussalam
Lyn Hay's Keynote at SLAQ 2012 ConferenceSyba Academy
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.
Keynote presentation by Lyn Hay, School of Information Studies, Charles Sturt University
Treasure Mountain Research Retreat #19‘The Learner in the Learning Commons’
November 13-14, 2013, Hartford, Connecticut, USA
The What, Who, Why and How of Building an iCentre: Part 1Syba Academy
Part 1 of the schoollibrarymanagement.com webinar series on "The what, who, why and how of building an iCentre". Presented Wednesday, June 29, 2011 8:00 - 9:00 PM AEST.
This webinar takes participants through the design and planning phases of building an iCentre in schools. It outlines the range of programs and services provided by an iCentre (the WHAT); presents a range of configurations for an iCentre team including staffing formulas and role statements (the WHO); provides a rationale for establishing an iCentre (the WHY); and presents a blueprint for developing an iCentre (the HOW).
This webinar series assists participants in putting the iCentre concept into practice. It assumes participants already have a basic understanding of the iCentre concept (essential pre-reading is Lyn Hay’s Access commentary on the iCentre concept for those who have not). This is your opportunity to gain an insight into the practicalities of building an iCentre.
Further details can be found at http://www.kb.com.au/presentations/building-an-icentre.htm
According to JISC, learning spaces "should be able to motivate learners and promote learning as an activity, support collaborative as well as formal practice, provide a personalised and inclusive environment, and be flexible in the face of changing needs..." - so what do we really know about them?
rethink – rebuild - rebrand: think iCentreSyba Academy
Featured address at School Library Association of Victoria (SLAV) 'Creating collaborative learning spaces: Future school library scenarios' seminar held at Victoria University of Technology, Melbourne, Friday 25 March 2011
Anatomy of an iCentre: Concepts and practice in schoolsSyba Academy
Keynote presentation by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented at the Librarian's Knowledge Sharing Workshop
Friday 21 & Saturday 22 February, 2014
Jerudong International School, Brunei Darussalam
Lyn Hay's Keynote at SLAQ 2012 ConferenceSyba Academy
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.
Keynote presentation by Lyn Hay, School of Information Studies, Charles Sturt University
Treasure Mountain Research Retreat #19‘The Learner in the Learning Commons’
November 13-14, 2013, Hartford, Connecticut, USA
The What, Who, Why and How of Building an iCentre: Part 1Syba Academy
Part 1 of the schoollibrarymanagement.com webinar series on "The what, who, why and how of building an iCentre". Presented Wednesday, June 29, 2011 8:00 - 9:00 PM AEST.
This webinar takes participants through the design and planning phases of building an iCentre in schools. It outlines the range of programs and services provided by an iCentre (the WHAT); presents a range of configurations for an iCentre team including staffing formulas and role statements (the WHO); provides a rationale for establishing an iCentre (the WHY); and presents a blueprint for developing an iCentre (the HOW).
This webinar series assists participants in putting the iCentre concept into practice. It assumes participants already have a basic understanding of the iCentre concept (essential pre-reading is Lyn Hay’s Access commentary on the iCentre concept for those who have not). This is your opportunity to gain an insight into the practicalities of building an iCentre.
Further details can be found at http://www.kb.com.au/presentations/building-an-icentre.htm
According to JISC, learning spaces "should be able to motivate learners and promote learning as an activity, support collaborative as well as formal practice, provide a personalised and inclusive environment, and be flexible in the face of changing needs..." - so what do we really know about them?
Distributive Leadership and Transformative Institutional Change – Blended and...Mike KEPPELL
The document discusses flexible learning and blended learning approaches at Charles Sturt University (CSU). It outlines the Teaching Fellowship Scheme which provides academics a 0.5 release from teaching duties over 12 months to redesign courses and subjects. The scheme aims to develop leadership, facilitate collaboration, and promote the use of CSU Interact (the university's learning management system). Four presenters at a seminar will discuss subject transformation, cross-subject redesign, and the enablers and constraints of flexible learning approaches.
This document discusses academic learning spaces in a distributed learning environment. It describes how academics inhabit a variety of physical, blended, and virtual spaces for work, networking, and motivation. These include formal and informal spaces that are personal, professional, mobile, and outdoor. The document also discusses how the ecological university model focuses on sustainability and responsibility to networks. Academics exist in multiple spaces for research, teaching, intellectual discourse, and personal development. New generation learning spaces will be more distributed, connected, and mobile to accommodate changing academic roles and knowledge networks.
The document discusses designing learning spaces that promote student engagement and collaboration. It emphasizes that learning spaces should motivate learners, support different learning styles, provide an inclusive environment, and be flexible. Specific recommendations include choosing furniture and lighting that maximizes space and comfort, incorporating natural light, adding plants, minimizing visual clutter on walls, and ensuring materials are organized and accessible to students. Student input is important when designing spaces. Digital tools require guidelines around appropriate use, access controls, and protecting student privacy and safety. Overall, the document stresses the importance of intentionally designing physical and digital learning environments.
This presentation looks at different types of learning spaces in relation to the teaching and learning needs of teachers and students. Every educational space needs to meet a particular need and this presentation looks at the physical needs, curriculum and pedagogical affordances and issues and the key areas of importance for teachers and students, of each space.
2016 Twente: New Generation Learning SpacesMike KEPPELL
This document discusses new approaches to learning space design and pedagogy. It defines learning spaces as physical, blended, or virtual environments that enhance learning. It discusses trends like blended learning and challenges in designing learning ecosystems. It advocates for guiding pedagogies like authentic and personalized learning. Principles of learning space design include comfort, aesthetics, flow and blending physical and digital resources. The goal is to empower learners through developing knowledge, skills and attitudes to continue learning.
Hitting the moving target: The transformation of information literacy instruc...University College Dublin
This document discusses how information literacy instruction for first-year undergraduate students has transformed over the past decade in response to changes in the learning landscape. It describes the instruction approach in 2004, which involved linear, lecture-based teaching. Key changes since then include the rise of personal online content, emphasis on online identity, collaboration, acceptance of Wikipedia, and rise of visual learning media. The author adapted instruction by incorporating blended learning, collaborative projects, social media tools, and a focus on evaluating digital information. Student feedback indicated the new approach helped independent and collaborative learning.
The Institute of Learning Innovation (ILI) conducts research on learning innovations to inform education policy and practice. ILI's research focuses on areas like open educational resources, learning design, mobile learning, virtual worlds, and social media. ILI also provides consultancy, hosts visiting scholars, and disseminates research findings. Looking ahead, ILI aims to address challenges like the changing nature of education, developing digital skills, and preparing students for an uncertain future.
Britt Gow presented on using digital tools for blended learning. She discussed using Blackboard Collaborate to teach environmental science classes blended between different schools. She highlighted features like audio, video, and interactive whiteboards. Gow shared feedback from students who benefited from the blended approach. She also discussed frameworks for blended learning and how to define it. The presentation provided strategies for enriching the online environment and engaging 21st century learners.
The document discusses future trends in e-learning towards learner-centeredness. It predicts that learner-centeredness will challenge traditional curriculum and be made possible by social software. The roles of both teachers and learners are expected to evolve, with teachers taking on more of a facilitating role and learners having more autonomy through personalized learning environments. Learners will be able to access and share knowledge through collaboration with peers, experts, and online resources.
A Future Trend in E-Learning:Learner CenterednessDS
The document discusses future trends in e-learning towards learner centeredness. It predicts that learner centeredness will challenge traditional curriculum and be made possible by social software. The role of teachers will change to that of an orchestrator of collaborative knowledge creation. Learners will be able to access and share knowledge from anywhere through advanced communication technologies. Their personal learning environments will allow them to be creators of knowledge through activities like blogging, chatting, and collaborating.
While it is commonly believed that digital natives require new teaching strategies, the author argues that this assumption lacks evidence. The author acknowledges that digital natives are immersed in technology but asserts that multitasking may hinder learning. Lectures and discussions, when implemented engagingly, can still effectively teach digital natives traditional content while allowing for different learning styles. More research is needed before concluding that new strategies are necessary for digital natives to learn.
Supporting learning in a time of social distancingJean Bernard
Discusses the background of the global transition from classrooms to distance learning during the Covid-19 pandemic and offers examples of how teachers, school systems and parents can support children's learning and well-being during this terrible time.
1) The role of the teacher is shifting from a lecturer to a facilitator of learning as technology allows students to access information on their own and learn through collaborative activities.
2) Future teachers will need to develop engaging learning activities, provide necessary training to students on tools, and select appropriate tools while balancing student autonomy and control.
3) Teachers will curate and create open educational resources, facilitate peer learning through social software and networks, and support diverse student needs through a variety of technologies.
The document discusses preparing students for an uncertain future where jobs and technologies do not yet exist. It emphasizes developing skills like adaptability and interacting with other cultures. Emerging technologies that could impact education in the next few years include electronic books, augmented reality, gesture-based computing, and visual data analysis. For technology to best support learning, it should inform but not dictate educational decisions and be backed by effective support. Connectivity and virtual learning environments may allow for anywhere, anytime education involving multiple remote participants.
The document describes the Ecology of Resources (EoR) framework, which was developed to model contextual learning. It discusses applying the EoR framework to a study examining how teenagers conceptualize their energy use through interviews and a photo diary study. The EoR framework involves 3 phases: 1) creating a model of learning resources by categorizing elements from the study data, 2) identifying relationships between resources, and 3) developing scaffolds to support identified learning relationships.
Exploring student and teacher engagement in learning activities with e-textbooksJANAINA OLIVEIRA
Researchers and educators progressively acknowledge literacy as plural and varied in nature, a process which encompasses the production and understanding of multiple forms of representation, deeply rooted in the social contexts and practices of a given society. The technologies of the digital society offer different potentials for learning. E-books are one of such new technologies. This article presents an exploratory study on the use of e-textbooks in a primary education classroom. It examines student’s meaning making practices and the perceptions that teachers and students have towards their engagement in learning activities in this context. In the analysis of the data generated, the classroom is considered as a multimodal learning space, where virtual, physical and cognitive environments overlap. Students negotiate meaning across multiple contexts and reflect upon it. Our results show that however e-textbooks favour a communicative active style of learning, there still are real challenges to be overcome by e-textbook editorials so that it does not become the next forgotten fad.
Now is the time! Keynote address, Northern Sydney TLs Conference, 15 May 2014Syba Academy
My keynote to the Northern Sydney Teacher Librarians Conference, Checkers Resort, Terrey Hills, NSW. My main message was to 'unthink the way you live and work' and rediscover yourself. The introduction of the Australian Curriculum provides teacher librarians with many rich opportunities to establish or invigorate their teaching role. This presentation explores the richness that inquiry learning offers as an interdisciplinary approach to support students in exploring the world, and developing important critical and creative skills, understandings and dispositions along the way.
Diigo is a social bookmarking tool that allows teachers to create student accounts in bulk. The educator's upgrade enables teachers to automatically set up students as a Diigo group for sharing bookmarks and annotations. Student accounts have preset privacy settings so that only teachers and classmates can communicate. The tutorial also covers installing Diigo, configuring the toolbar, importing bookmarks from other sites, creating classes, and setting up student accounts.
Distributive Leadership and Transformative Institutional Change – Blended and...Mike KEPPELL
The document discusses flexible learning and blended learning approaches at Charles Sturt University (CSU). It outlines the Teaching Fellowship Scheme which provides academics a 0.5 release from teaching duties over 12 months to redesign courses and subjects. The scheme aims to develop leadership, facilitate collaboration, and promote the use of CSU Interact (the university's learning management system). Four presenters at a seminar will discuss subject transformation, cross-subject redesign, and the enablers and constraints of flexible learning approaches.
This document discusses academic learning spaces in a distributed learning environment. It describes how academics inhabit a variety of physical, blended, and virtual spaces for work, networking, and motivation. These include formal and informal spaces that are personal, professional, mobile, and outdoor. The document also discusses how the ecological university model focuses on sustainability and responsibility to networks. Academics exist in multiple spaces for research, teaching, intellectual discourse, and personal development. New generation learning spaces will be more distributed, connected, and mobile to accommodate changing academic roles and knowledge networks.
The document discusses designing learning spaces that promote student engagement and collaboration. It emphasizes that learning spaces should motivate learners, support different learning styles, provide an inclusive environment, and be flexible. Specific recommendations include choosing furniture and lighting that maximizes space and comfort, incorporating natural light, adding plants, minimizing visual clutter on walls, and ensuring materials are organized and accessible to students. Student input is important when designing spaces. Digital tools require guidelines around appropriate use, access controls, and protecting student privacy and safety. Overall, the document stresses the importance of intentionally designing physical and digital learning environments.
This presentation looks at different types of learning spaces in relation to the teaching and learning needs of teachers and students. Every educational space needs to meet a particular need and this presentation looks at the physical needs, curriculum and pedagogical affordances and issues and the key areas of importance for teachers and students, of each space.
2016 Twente: New Generation Learning SpacesMike KEPPELL
This document discusses new approaches to learning space design and pedagogy. It defines learning spaces as physical, blended, or virtual environments that enhance learning. It discusses trends like blended learning and challenges in designing learning ecosystems. It advocates for guiding pedagogies like authentic and personalized learning. Principles of learning space design include comfort, aesthetics, flow and blending physical and digital resources. The goal is to empower learners through developing knowledge, skills and attitudes to continue learning.
Hitting the moving target: The transformation of information literacy instruc...University College Dublin
This document discusses how information literacy instruction for first-year undergraduate students has transformed over the past decade in response to changes in the learning landscape. It describes the instruction approach in 2004, which involved linear, lecture-based teaching. Key changes since then include the rise of personal online content, emphasis on online identity, collaboration, acceptance of Wikipedia, and rise of visual learning media. The author adapted instruction by incorporating blended learning, collaborative projects, social media tools, and a focus on evaluating digital information. Student feedback indicated the new approach helped independent and collaborative learning.
The Institute of Learning Innovation (ILI) conducts research on learning innovations to inform education policy and practice. ILI's research focuses on areas like open educational resources, learning design, mobile learning, virtual worlds, and social media. ILI also provides consultancy, hosts visiting scholars, and disseminates research findings. Looking ahead, ILI aims to address challenges like the changing nature of education, developing digital skills, and preparing students for an uncertain future.
Britt Gow presented on using digital tools for blended learning. She discussed using Blackboard Collaborate to teach environmental science classes blended between different schools. She highlighted features like audio, video, and interactive whiteboards. Gow shared feedback from students who benefited from the blended approach. She also discussed frameworks for blended learning and how to define it. The presentation provided strategies for enriching the online environment and engaging 21st century learners.
The document discusses future trends in e-learning towards learner-centeredness. It predicts that learner-centeredness will challenge traditional curriculum and be made possible by social software. The roles of both teachers and learners are expected to evolve, with teachers taking on more of a facilitating role and learners having more autonomy through personalized learning environments. Learners will be able to access and share knowledge through collaboration with peers, experts, and online resources.
A Future Trend in E-Learning:Learner CenterednessDS
The document discusses future trends in e-learning towards learner centeredness. It predicts that learner centeredness will challenge traditional curriculum and be made possible by social software. The role of teachers will change to that of an orchestrator of collaborative knowledge creation. Learners will be able to access and share knowledge from anywhere through advanced communication technologies. Their personal learning environments will allow them to be creators of knowledge through activities like blogging, chatting, and collaborating.
While it is commonly believed that digital natives require new teaching strategies, the author argues that this assumption lacks evidence. The author acknowledges that digital natives are immersed in technology but asserts that multitasking may hinder learning. Lectures and discussions, when implemented engagingly, can still effectively teach digital natives traditional content while allowing for different learning styles. More research is needed before concluding that new strategies are necessary for digital natives to learn.
Supporting learning in a time of social distancingJean Bernard
Discusses the background of the global transition from classrooms to distance learning during the Covid-19 pandemic and offers examples of how teachers, school systems and parents can support children's learning and well-being during this terrible time.
1) The role of the teacher is shifting from a lecturer to a facilitator of learning as technology allows students to access information on their own and learn through collaborative activities.
2) Future teachers will need to develop engaging learning activities, provide necessary training to students on tools, and select appropriate tools while balancing student autonomy and control.
3) Teachers will curate and create open educational resources, facilitate peer learning through social software and networks, and support diverse student needs through a variety of technologies.
The document discusses preparing students for an uncertain future where jobs and technologies do not yet exist. It emphasizes developing skills like adaptability and interacting with other cultures. Emerging technologies that could impact education in the next few years include electronic books, augmented reality, gesture-based computing, and visual data analysis. For technology to best support learning, it should inform but not dictate educational decisions and be backed by effective support. Connectivity and virtual learning environments may allow for anywhere, anytime education involving multiple remote participants.
The document describes the Ecology of Resources (EoR) framework, which was developed to model contextual learning. It discusses applying the EoR framework to a study examining how teenagers conceptualize their energy use through interviews and a photo diary study. The EoR framework involves 3 phases: 1) creating a model of learning resources by categorizing elements from the study data, 2) identifying relationships between resources, and 3) developing scaffolds to support identified learning relationships.
Exploring student and teacher engagement in learning activities with e-textbooksJANAINA OLIVEIRA
Researchers and educators progressively acknowledge literacy as plural and varied in nature, a process which encompasses the production and understanding of multiple forms of representation, deeply rooted in the social contexts and practices of a given society. The technologies of the digital society offer different potentials for learning. E-books are one of such new technologies. This article presents an exploratory study on the use of e-textbooks in a primary education classroom. It examines student’s meaning making practices and the perceptions that teachers and students have towards their engagement in learning activities in this context. In the analysis of the data generated, the classroom is considered as a multimodal learning space, where virtual, physical and cognitive environments overlap. Students negotiate meaning across multiple contexts and reflect upon it. Our results show that however e-textbooks favour a communicative active style of learning, there still are real challenges to be overcome by e-textbook editorials so that it does not become the next forgotten fad.
Now is the time! Keynote address, Northern Sydney TLs Conference, 15 May 2014Syba Academy
My keynote to the Northern Sydney Teacher Librarians Conference, Checkers Resort, Terrey Hills, NSW. My main message was to 'unthink the way you live and work' and rediscover yourself. The introduction of the Australian Curriculum provides teacher librarians with many rich opportunities to establish or invigorate their teaching role. This presentation explores the richness that inquiry learning offers as an interdisciplinary approach to support students in exploring the world, and developing important critical and creative skills, understandings and dispositions along the way.
Diigo is a social bookmarking tool that allows teachers to create student accounts in bulk. The educator's upgrade enables teachers to automatically set up students as a Diigo group for sharing bookmarks and annotations. Student accounts have preset privacy settings so that only teachers and classmates can communicate. The tutorial also covers installing Diigo, configuring the toolbar, importing bookmarks from other sites, creating classes, and setting up student accounts.
Cover image by Tony Burnett under Creative Commons.
Empowering inquiry based learning with Web2.0 mash-ups.
Presentation for ECAWA Conference 2007.
'Web 2.0' and the new models of communication and research that it enables means teachers and students can embed and automate the inquiry based learning process. Instant messaging, blogging, podcasting, Skype, wikis, RSS are but some tools available in the 'participatory social web' that allow students to become become knowledge creators and teachers to become facilitators. And the impact that this has on education could be enormous.
Remix Culture as a Professional and Creative HabitJudy O'Connell
Let's talk for 10 minutes about creativity, creative commons, and working with images in online spaces. Whether it's blogging, creating presentations teachers need to be able to work quickly, with excitement, and be able to model design and management principles.
Taming Information Chaos with the Power of 2.0Judy O'Connell
Web 2.0 provides ways to filter, streamline, organise, share, distribute or gather information from the burgeoning information jungle. With the power of 2.0 the information revolution can be tamed. Teachers can learn new ways to incorporate search strategies into their personal information-seeking toolkits and then work with students to weave deeper understandings of how to find information right into the fabric of their learning. In a learning environment where writing, reflecting, creating and collaborating are driving authentic engagement with content, searching and researching has to encompass multi-literacies and information fluency in the process. It’s time to challenge the old standards of ‘search’. With all our experience as teachers, we are novices in the information revolution. It’s not a one-size-fits-all environment, and the myriad of choices, tools and techniques we could customise for our professional purposes need explanation and elaboration to understand how to be a confident, efficient and effective news and knowledge curators. This session will show how connecting, collaborating and networking are dependent on knowledge filters and information search techniques that allow teachers to become extraordinary information architects in charge of their own knowledge work, ready to mentor and support the learning of their students.
This document provides a bird's-eye view of inquiry learning and how it relates to the Australian Curriculum. It discusses how inquiry skills are represented explicitly in subjects like science, history, and geography, but inquiry learning involves broader principles, pedagogy, and a philosophical stance. The teacher-librarian's role is to help teachers understand how inquiry skills relate to inquiry learning and advocate for a whole-school approach to inquiry. Key aspects of inquiry learning discussed include questioning frameworks, the information literacy process, and how inquiry is scaffolded from teacher-directed to student-directed.
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
Keynote Address, Sydney CEO TL ConferenceSyba Academy
'Converging the Parallels', Primary & Secondary Teacher Librarian, Cross Regional Conference.
Presented on Friday 10 September 2010. Conference held at The Terry Keogh Conference Centre, CEO Southern Region, Revesby (Sydney).
1. The document outlines a vision for a high school library media center that aims to raise student achievement and motivate students to love reading.
2. Key elements of the vision include creating an inviting, technology-rich environment; flexible scheduling; collaborative teaching; diverse collections; and programming to promote literacy.
3. The library information specialist's role is to engage students, support teachers, and help students become lifelong learners through equitable access to resources.
The document outlines a vision for a 21st century school library, focusing on three key elements: collaboration, technology, and image. It discusses how the library can collaborate with teachers to plan instruction, support the curriculum, and promote student success. Technology is seen as crucial, with examples of how Web 2.0 tools and resources like ebooks can be incorporated. The library's image is about being a place for discovery, questioning, and sharing information in various formats across multiple locations.
This document discusses designing learning spaces both physically and virtually to better engage students. It outlines the need for flexible spaces that support learner-centered pedagogy and seamlessly integrate technology. User feedback found a need for comfortable individual and collaborative areas, along with improved access to computers and new technologies. The redesign targeted these areas, including flexible teaching spaces, collaborative areas, and embedding technologies. For virtual spaces, recommendations included co-design with users, prototyping, and continuous evaluation to create an accessible digital learning environment.
ASLA ACT Keynote - The future of school libraries: State of emergent-cy?Syba Academy
This document summarizes a presentation on the future of school libraries. It discusses how school libraries are facing challenges due to generational changes in how students access and use information. The presentation argues that school libraries must transform into "iCentres" - technology and learning hubs that support inquiry-based learning through pedagogical fusion. An iCentre would integrate information, technology, and teaching specialists to create a customized learning environment and brand the library as a dynamic instructional space. The future of school libraries depends on adapting to students' digital needs and building strategic partnerships within the school.
The document discusses the evolution of the Information Commons concept and provides a case study of the Li Ka Shing Library at the Singapore Management University. It describes how the library has transformed from a traditional space into an integrated learning environment that supports both individual and collaborative work through facilities like the Collaborative Study Area. Surveys of students showed high usage of this new space and influenced the library to further diversify its environments and utilize technology to support learning anywhere and anytime.
My closing keynote address at the 2011 International Association of School Librarianship (IASL) 40th Annual Conference incorporating the 15th International Forum on Research in School Librarianship.
Conference Theme: School Libraries: Empowering the 21st Century Learner
Date: 7 to 11 August 2011
Venue: The University of West Indies in Kingston, Jamaica
The document discusses the changing role of school libraries and teacher-librarians. It notes that traditionally, school libraries focused on print materials but now must include digital resources to meet students' changing needs. The role of the teacher-librarian is also evolving to include teaching information literacy and digital citizenship skills. An effective modern school library provides both traditional and digital materials, technology tools, and prioritizes easy access and an inclusive environment.
The document discusses the need for school libraries to shift from a focus on information management and literacy to knowledge construction and understanding. It argues that the key role of school libraries in the 21st century is to make a real difference in student learning by meaning making and constructing knowledge through empowerment, connectivity, engagement and interactivity. The outcome should be evidence of how the library contributes significantly to developing human understanding.
Building 21st century library by NooruddinAta Rehman
The document discusses plans to design a new library at Habib University in Karachi, Pakistan as a vibrant social learning space for the 21st century. A team conducted research on modern library trends and feedback was gathered. The library aims to be a flexible, welcoming space that promotes collaboration and DIY learning. It aims to support innovation, lifelong learning, and knowledge creation through state-of-the-art resources and spaces that accommodate different learning styles and technologies. The library will celebrate learning and research through spaces like an information commons, discussion rooms, and auditorium.
This document discusses the role of an effective school librarian. It begins by citing evidence that student achievement is higher in schools with qualified librarians. The rest of the document outlines the various roles and responsibilities of an effective librarian, including teaching information literacy skills, collaborating with teachers, administering library programs, maintaining technology skills and resources, and ensuring the library is a student-centered space that supports academic, research, and leisure activities. Photos and references are provided.
This document discusses transforming school libraries into learning commons and 21st century learning centers. It recommends expanding technology access for students beyond the school day. A learning commons is described as a collaborative space created by users that makes the library the center of social, cultural, and learning activities in the school. 21st century learners are characterized as always connected, multitasking, web-oriented, wanting instant gratification, and thriving in less structured environments. The document provides examples of how 21st century learners would use a learning commons for inquiry, research, collaboration, and presentation. It describes the role of a 21st century librarian in supporting personalized learning, technology integration, and collaborating with teachers.
The document discusses transitioning a traditional library to a learning commons model. It outlines how the role of the library is shifting from a quiet space for individual study to an active collaborative environment for both physical and digital learning. It provides examples of how the library's space, resources, and staff are being restructured to better support student-centered learning and meet evolving pedagogical needs.
Moving from downloads to uploads: Toward an understanding of the curricular i...Darren Milligan
Full paper available: http://mw2016.museumsandtheweb.com/paper/moving-from-downloads-to-uploads-understanding-curricular-implications-of-access-to-large-scale-digitized-museum-collections-on-the-professional-practice-of-k-12-classroom-educators/
The need for museum strategy to be audience driven is now directed and enabled (in an accelerated way) by digital technologies. This allows, or requires, museums to understand the intersection between the needs of those it hopes to serve and the capacity of its own organization to meet them: to provide customized experiences and opportunities to unique audience groups. Educators are one of museums' historically most-valued audiences. Opportunities to have greater impact with teachers, their students, and the learning experiences they create, are great—greater than in the past, when museums focused on adult programming, school visitation, and exhibition-centered lesson plans. These new opportunities lie primarily in the utilization of museum collections and resources within the classroom, where the teacher can make use of them in ways that fit naturally into the learning process they have already developed for their students. To enable this, as we should, museums need to understand this group and how they use digital assets to design and deliver learning experiences. This study looks towards the development of a reusable framework for addressing this need through an understanding of the evolving role of the museum in the education space, the process and knowledge bases required for teachers to be designers of learning resources, and finally the ways that technology itself (in this case, primarily the Web) changes the nature of teaching and learning. The framework proposed is used to develop a survey instrument that is then tested through a case study of an emergent digital platform for teachers, the Smithsonian Learning Lab.
Together or finding each other in the digital jungleChrissi Nerantzi
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Building a Vibrant Future for School Librarians through Online Conversations ...Judy O'Connell
Technology and social media platforms are driving an unprecedented reorganization of the learning environment in and beyond schools around the world. Technology provides us leadership challenges and at the same time offers opportunities for communication and learning through technology channels to support professional development. School librarians and teacher librarians are often working as the sole information practitioner in their school, and need to stay in touch with others beyond their own school to develop their personal professional capacity to lead within their school. The Australian Teacher Librarian Network aims to make a difference, and supports school library staff in Australia and around the world to build professional networks and personal learning connections, offering an open and free exchange of ideas, strategies and resources to build collegiality. This ongoing professional conversation through online and social media channels is an important way to connect, communicate and collaborate in building a vibrant future for school librarians.
Library learning spaces and technology - 7th November 2017Santanu Vasant
The document discusses research on learning spaces and how they have evolved. It provides an overview of where current research on learning spaces is focused. Some of the key challenges to new learning spaces are the slow transition from teacher-centered to student-centered models and difficulties navigating stakeholder engagement. However, learning spaces with opportunities for both individual "alone" work and collaborative "together" work can benefit students' learning journeys. Effective library learning space design considers providing different areas that allow students control, comfort, and opportunities for both collaboration and individual focused work.
Using Wikispaces As An Educational Tool - Case Study: Tao Tribe Cultureeilch c
Using Wikispaces As An Educational Tool presents a case study on using Wikispaces to teach about the Tao Tribe culture. [1] The document outlines how a Wikispaces site was created to provide information on the Tao Tribe's history, geography, culture, arts, and current events. [2] Participants were assigned topics and collaborated to complete wiki pages, allowing educators to evaluate involvement and promote joint knowledge creation. [3] The case study assessed how Wikispaces supports critical thinking, collaboration, and organizing data in a pedagogical context.
The document discusses the transition of a library from a traditional space focused on books and solitary study to a learning commons that supports collaboration, multimedia projects, and developing information literacy skills. It outlines changes to the library's space, services, staffing, and priorities to better serve students and faculty in the digital age. Assessment data shows increased student and faculty engagement at the learning commons compared to the previous library model.
Here are the references corrected to a consistent format:
Koelen, M. (2009, November). Digital libraries: Opportunities and challenges. D-Lib Magazine. http://www.dlib.org/dlib/november09/koelen/11koelen.html
Science Education. (n.d.). Dr. K Sivarajan, Prof. A Faziluddin.
Wikipedia. (n.d.). Digital library. https://en.wikipedia.org/wiki/digital_library
SLDirectory. (n.d.). Library science resources. http://www.sldirectory.com/libsf/resf/import.html
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1. What would a school
library of
the future
look like?
Lyn Hay Session 3 workshop
School of Information Studies Cairns Diocese Curriculum Conference
Charles Sturt University Library Strand
13 March 2010
2.
3. “Imagine an activity
and we will make a
space for it”
High School TL
(Hay & Todd 2010a, 2A.5)
4. Photo: ‘Take a Detour’ May 17, 2009 http://www.flickr.com/photos/playfullibrarian/ / CC BY 2.0
http://www.flickr.com/photos/playfullibrarian/3538080693/
5. As a result of this re‐imagining
process, a set of principles
underpinning 21C school library
design emerged as an ‘instructional
zone’ within and beyond the school
6. fluid library design
a facility which features fluid library design that allows for
the customisation and personalisation of learning
where space is iterative, agile, transitional,
transformational, evolving, and shifting based on the
needs of individuals, small groups and a whole class
a place where students and teachers have the ability to
create and ‘own’ their own individual and collaborative
learning space(s)
“The way space is utilised very much determines what
will be achievable in terms of student learning” (2A.13)
this flexibility of design and use will assist in ‘future
proofing’ the facility
(Hay & Todd 2010b)
7. Photo: ‘Project in the library’, February 2, 2009.
Permission by PegBecks http://www.flickr.com/photos/8509162@N05/3245404595/
8. blended learning environment
a blended learning environment which harnesses the
potential of physical learning spaces and digital learning
spaces to best meet the needs of students, teachers and
parents, both in school, at home or by mobile
connectivity
collaborations between students, teachers, teacher
librarians, specialist teachers, are transformed beyond
the confines of the school precinct and the traditional
‘hours of operation’
while physical accessibility to space may be limited, such
an environment can provide intellectual access 24/7 to
foster intellectual agency
(Hay & Todd 2010b)
9. We’ve learnt about
how the author
can use different words
to make the
story interesting …
how the illustrator
has used colour and
put expressions
on the animals’ faces
to help us while
reading. (Yr 2 )
We love using the
[IWB] because it
makes it easier for us
to read the emails
together . (Yr 2)
NSWDET Possum magic book
rap mail list, (2007)
Photo: ‘question quilt 1’,
September 15, 2008, by
purple.glasses
http://www.flickr.com/photos/purpl
eglasses/2857426437/
10. Building capacity for
critical engagement
a learning centre whose primary focus is an emphasis on
thinking creatively, critically and reflectively with
information in the process of building knowledge and
understanding
it centres on asking meaningful questions that lead to
substantive engagement with and inquiry into real world
problems; evaluating the quality of ideas in information
sources; constructing and refining own ideas; examining
claims and evidence, arguments, points of view and
perspectives; interpreting and synthesising ideas and
representing them in appropriate ways using oral, written
and non-verbal communication skills, including multiple
media and technologies (Hay & Todd 2010b)
11. centre of learning innovation
As a unique learning space, the school library is not just
a centre for information access and knowledge
production, but also as a centre of learning innovation
where teachers and teacher librarians are involved in
creatively designing learning experiences by way of
testing, trialling, and experimenting with information and
tools to bring about the best knowledge outcomes for
students
The TL is a key person in leveraging emerging
technologies – trialling, taking risks, modelling and
mentoring teachers and students in the use of a range of
technologies to support effective information access and
knowledge creation.
(Hay & Todd 2010b)
12. 21C school
library design
as an
‘instructional
zone’ within and
beyond the
school
13. power of pedagogical fusion
A learning environment where pedagogy underpins the
decision making behind a school’s information
architecture – where technology infrastructure and
support services, networked information services and
provision of access do not restrict innovative and flexible
use of space, resources or expertise
A pedagogical (not technical) agenda leads technology
integration and use to support teaching and learning –
an information leadership approach
The information services, technology and learning
support provided by a school library of the future will
transcend physical space and ‘fuse’ not only classrooms,
but homes and mobile learners
(Hay & Todd 2010b)
14. “Flexible access to
computers, printers,
internet and other
resources, including
teaching
expertise, before
school and at non
class times is valued
highly by students,
and they link their
academic success to
such support.”
(Hay 2006a)
Photo: ‘RFID loan station’, March 11, 2010.
Permission by heyjudegallery
http://www.flickr.com/photos/heyjude/4423931
008/
15. seamless search
interfaces
a facility consisting of seamless search interfaces
with federated searching embracing user tagging
(folksonomies) as well as standardised controlled
vocabularies to enable intuitive access and support
‘conversation’ with the user as an interactive tool for
inquiry and discovery
“Libraries should provide the map and highway to
get to the destination - rather that provide all of the
destinations.” (2A.11).
(Hay & Todd 2010b)
16. “Loved this learning space. There are two or three elementary classes in the rounded
area of the library at the Hong Kong International School. Students are seated on tiers
together with their teachers, listening to an expert speaker teach them using a mobile
interactive white board. The rounded area is surrounded by computer desktops for
student use. ”
Photo: ‘Classes in the library learning space’, September 30, 2009 by annemirtschin
http://www.flickr.com/photos/annemirtschin/3968922684
17. balanced collections
a facility which seeks a balance between print
and digital collections and which does not
privilege one format over another, consistent with
the multi-format nature of our information world
at the same time, it is increasingly conscious of
the need to redesign and reshape physical
spaces to better support teachers and students
as digital researchers
with shrinking hard copy collections, we need to
explore ways to best utilise these spaces for
collaborative digital production
(Hay & Todd 2010b)
18. values literary learning
a centre that supports literary learning
where students:
become immersed in imaginary worlds
explore personal reading interests
develop sustained voluntary reading
practices
develops reading for meaning
develops independence as critically-
capable readers
(Hay & Todd 2010b)
19. “Students enjoy
reading in this tent
which is suspended
from the ceiling and
weighed down by bags
filled with rice. The
tent is moved to
different locations
within the library every
now and then to create
a dynamic and fresh
environment. ”
Photo: ‘Crofton Downs Primary
School: Reading Tent’, October
13, 2008, by KYD Adviser
http://www.flickr.com/photos/3
0198568@N02/2936592708/
20. “Imagine an activity
and we will make a
space for it”
High School TL
(Hay & Todd 2010a, 2A.5)
21. In building a
vision for
your school
library’s
future...
Photo: ‘Struble Elementary School
Snapshot PA’, November 2, 2009, by
SnapSh
http://www.flickr.com/photos/snapshot_p
a/4064951193/in/set-72157622711005474
22. “Don’t look back”
YouTube - Mick Jagger & Peter Tosh – ‘Don't look back’
http://www.youtube.com/watch?v=SOevVdiiBeU#t=2m52s
23. What will your 21C
school
library
look
like?
Lyn Hay Session 3 workshop
School of Information Studies
Charles Sturt University Cairns Diocese Curriculum Conference
Library Strand
13 March 2010
24. References
Hay, L., & Todd, R. (2010a). School libraries 21C: The conversation begins.
[Refereed]. Scan, 29(1), 30-42. Retrieved from
http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/
pdf/21cexsum.pdf
Hay, L., & Todd, R. (2010b). School libraries 21C: School library futures project.
Report for New South Wales Department of Education & Training, Curriculum
K–12 Directorate, School Libraries & Information Literacy Unit. Sydney:
Curriculum K–12 Directorate, NSWDET.
Hay, L., & Foley, C. (2009). School libraries building capacity for student learning
in 21C. [Refereed]. Scan, 28(2), 17-26. Retrieved from
http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/
pdf/Schoollibraries21C.pdf
Hay, L. (2006a). School libraries as flexible and dynamic learning laboratories…
that’s what Aussie kids want. [Refereed]. Scan, 25(2), 18-27.
Hay, L. (2006b). Student learning through Australian school libraries. Part 2: What
students define and value as school library support. [Refereed]. Synergy, 4(2),
27-38. Retrieved from
http://www.slav.schools.net.au/synergy/vol4num2/hay_pt2.pdf