transformational strategies for school librarians

transformational strategies for school librariansbuffy j. hamilton | carol kearney leadership retreat, ithaca, ny | august 2011
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challenges that threaten to detour our mission

shifting roles in the educational landscape

money and funding

social media
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demands on time
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a climate that values standardized test scores over inquiry

filtering fears are debilitating to our growth
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believing books are our brand and will determine our future
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pulling and weaving together the many threads of librarianship
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we can decide which approach we will take to these challenges

we can choose to accept the lemons we’ve been handed

or we can make lemonade
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“innovation is the ability to see change as an opportunity - not a threat” william pollard
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how do we transform ourselves and libraries?
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create enchantment and engagement in our communities
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trustworthiness
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likability
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fantastic product or service
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enchantment:
sustained, voluntary delight that is mutually beneficial
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“enchantment transforms situations and relationships.”Guy Kawasaki, Enchantment: The Art of Changing Hearts, Minds, and Actions
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library is the story of the human experience
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libraries as communal experiences and “commonplace” texts constructed by participants
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libraries as sites of the experience of self-excavation and discovery through learning
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enchantment is the nectar
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vanishing boundaries

1
create and nurture a participatory culture that
invites conversations for
learning, multiple forms of literacy, and multiple modes of learning

participatory librarianship is a lens to help us see the possibilities and context for a shared vision of library in learning communities

“It’s all about learning…
how is this going to fundamentally enrich a conversation?
There isn’t a part of the library that isn’t about learning. Learning is a collaborative conversation.”
Dr. David Lankes
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Participatory Librarianship and Change Agents: http://blip.tv/file/1566813

shared ownership of learning and conversations for learning
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knowledge construction and creation
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focus on inquiry and learning

relatively low barriers to artistic expression and civic engagement

strong support for creating and sharing one’s creations with others

what is known by the most experienced ispassed along to novices

members believe that their contributions matter

members feel some degree of social connection with one another
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a participatory climate amplifies the possibilities for creating conversations for learning via multiple mediums

create conversations for the unorthodox and student passions

facilitating conversations with physical space

make our practice transparent to the world
2
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web-based mindmap

flickr

youtube

twitter

facebook

transparency and data

embed yourself in the instructional design process
3
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embrace instructional leadership

team player and collaborator
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partnerships for learning

backwards design

information evaluation/social scholarship through subject guides

conversations for reflection, metacognition, and connectingthrough blogging

supporting network and attention literacy with information dashboards

netvibes

symbaloo

cloud computing and global connections for social learning

conversations via networked learning with experts around the world

collaborative learning and knowledge building

digital storytelling and composition
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digital learning portfolios

assessment

“The school library media program is guided by regular assessment of student learning to ensure the program is meeting its goals.”
Source: American Association of School Librarians, 2009, p. 27Original photograph by Buffy J. Hamilton
Original photograph by Buffy J. Hamilton

formative and summative assessments provide us “snapshots” of student work provide us concrete evidence to adjust our instruction and better meet learner needs
Source: Harada & Yoshina, 2006
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digital citizenship
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digital citizenship and ethical use of information

4
leave your silos
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5
energize and expand your mind and spirit by plugging into the wisdom of the crowd and growing your personal learning network
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Source: http://www.heatherbraum.info/edtechlearning/wp-content/uploads/2011/07/Heather-Braums-PLN.png

youtube

slideshare rss

delicious rss

citation 2.0 rss

face to face
conferences

face to face informal gatherings

virtual and f2f friendships strengthen us
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embrace your role as a fearless advocate for intellectual freedom and equitable access to all forms of information
6

make the argument for access to a specific resource or tool by collecting examples of effective instructional practice
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develop and present a concrete plan for use of the resource and how you will implement its use

remind decision makers that students need guided instruction and opportunities to learn how to use social media thoughtfully and wisely
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tie your requests to performance standards

if our goal is for students to be information fluent learners, we must have access to the tools so that students can ultimately act as their own filter
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7
help our students learn multiple ways of reading and writing today’s world by acting as sponsors of transliteracy

the library is an umbrella to support how people are using multiple literacies---traditional and emerging ---to access and share information as well as create new meaning
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the idea that literacy is only about print materials is slowly disappearing

knight foundation recommendation 6: integrate digital and media literacy as critical elements for education at all levels through collaboration among federal, state, and local education officials

“we have to make sure schools and libraries invite critical and active uses of media that strengthen our democratic potential.” Deborah Brandt

we can’t cultivate transliterate learners without putting pedagogy before tools
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http://teachweb2.blogspot.com/2010/01/personal-learning-environments-student.html

“embrace the potentials and challenges of this [participatory] emerging culture not as a replacement for existing print practices but as an expansion of them”
~henry jenkins~

8
be willing to go out on the limb
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view failure as an essential part of the learning process and keep trying
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dare to be
different
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embrace the
wobbles
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“to live a creative life, we must lose our fear of being wrong.”
Joseph Chilton Pearce
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learn from failure and be resilient
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“No risk, no art. No art, no
reward.”
Seth Godin
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Seth Godin, September 2010 http://bit.ly/9Vkh1K

9
engage in action and reflection to grow and evolve
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10
embrace a sense of play
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what’s the connection between learning and play?
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“playis the onlyway
thehighest intelligence of humankind can unfold.”
Joseph Chilton Pearce
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mapping the experience of learning and play
connect the dots and eliminate barriers
integrating our philosophy into action
innovate at every touch point of interaction with our community
http://www.conversationagent.com/2009/06/3-steps-to-mapping-the-customer-journey.html#

createpivot points ofchange and play
Special thank you to Helene Blowers for allowing me to borrow her concept of bubbles and play.

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“learning and innovation go hand in hand. The arrogance of success is to think that what you did yesterday will be sufficient for tomorrow.”
william pollard

inquiry begins with ourselves: why am I doing this?

transforming our practice will transform our profession and lives of those we serve
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empower

engage

enchant

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contact information
@buffyjhamilton
buffy.hamilton@gmail.com
http://theunquietlibrarian.wordpress.com
http://theunquietlibrarian.wikispaces.com

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transformational strategies for school librarians

by Buffy Hamilton

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