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The Library as a Digital Restaurant

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Describes the need for our current libraries to change in form and function to incorporate the new 'library 2.0' features.

Describes the need for our current libraries to change in form and function to incorporate the new 'library 2.0' features.

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  • ## * * 07/16/96 The students that we are teaching now are have grown up in a different world to us. We may not identify with all of their values, but we are responsible for their school education, so we need to try to understand them and engage them with technologies that they are used to.

Transcript

  • 1. The Library as a Digital Restaurant: What are you serving? John Oxley – Director Information Services and Technology
  • 2. Introduction – ‘Shift Happens’
    • Shift Happens 2008
  • 3. Our challenge
    • “It is, almost paradoxically, the most difficult time in history to be a librarian, let alone do library research, because of the exponential growth in information technology.”
    • John Hubbard, University of Wisconsin-Milwaukee
  • 4.  
  • 5. About You
    • Sector
      • EQ
      • Catholic Ed
      • Independent
    • Level
      • Secondary
      • Primary
      • P-12
    • Role
      • Teacher Librarian
      • Librarian
      • Teacher
      • Principal/Deputy Principal
  • 6. About You
    • Innovativeness – where are you?
  • 7. What are you serving?
    • Traditional
  • 8. What are you serving?
    • Fast
  • 9. What are you serving?
    • Spicy
    • Enticing
    • Healthy
    • Exotic
    • …….
  • 10. Why Be a Digital Restaurant?
  • 11. Why a Digital Restaurant?
    • Digital Natives thrive in
    • a digital environment
  • 12. The Y Generation -  The Silent generation - people born before 1946.  -  The Baby Boomers - people born between 1946 and 1959.  -  Generation X  - people born between 1960 and 1979.  - Generation Y -   people born between 1980 and 1995.   Why do we call the last one Generation Y? IPod AD - Move It!
  • 13. Sort Of Dunno Nothin' Sort Of Dunno Nothin ’ – Peter Denahy
  • 14. Joe’s Netbook
  • 15. Generation Y
    • What have you noticed about Generation Y?
  • 16. Teaching Gen Y Teaching Gen Y Flexibility Opportunity Self loyalty Proactive Want a “life” Talk with their feet Open Inclusive Team oriented Purposeful Social Lifestyle centred Success orientation Image conscious Meaningfulness Materialistic Independently dependent Informal Creative Poor etiquette Non-conformist Tech savvy Multi-taskers Sceptical Impatient Ambitious
  • 17. Meet our Y Generation - Gareth
    • 24 year old
    • Law Graduate Clerkship
    • Favourite Applications
      • Online newspapers
      • Watching TV programs
      • MSN
      • Facebook
      • Mininova
      • Wikipedia
      • FPS Games
  • 18. Meet our Y Generation - Caitlin
    • 17 Yrs
    • Student – Year 12
    • Favourite Applications
      • iTunes
      • MSN
      • My Space
      • Watching DVDs
  • 19. Meet our Y Generation - Mitchell
    • 15 Yrs old
    • Student – Year 10
    • Favourite Applications
      • Call of Duty 5
      • World of Warcraft
      • MSN
      • Poker
      • Skype
  • 20. Why a Digital Restaurant? 2. 21 st Century Learning involves digital skills
  • 21. Multiple Literacies for the 21st Century
    • The Arts and Creativity
    • Financial Literacy
    • Ecoliteracy
    • Media Literacy
    • Cyberliteracy
    • Social/Emotional Literacies
    • Physical Fitness and Health Literacies
    • Globalization & Multicultural Literacy
  • 22. Melbourne Declaration
    • Melbourne Declaration on Educational Goals for Young Australians
    • 5 December 2008
    • MCEETYA (Ministerial Council on Education, Employment, Training and Youth Affairs)
    • Sets the direction for Australian schooling for the next 10 years
  • 23. Melbourne Declaration
    • Rapid and continuing advances in information and communication technologies (ICT) are changing the ways people share, use, develop and process information and technology. In this digital age, young people need to be highly skilled in the use of ICT. While schools already employ these technologies in learning, there is a need to increase their effectiveness significantly over the next decade.
  • 24. Melbourne Declaration
    • Successful learners…..
    • have the essential skills in literacy and numeracy and are creative and productive users of technology, especially ICT, as a foundation for success in all learning areas
    • are able to plan activities independently, collaborate, work in teams and communicate ideas
  • 25. ASLA - Standards of professional excellence for teacher librarians
    • 1.1
    • Excellent teacher librarians:
    • are well-informed about information literacy theory and practice
    • thoroughly understand how all learners develop and apply lifelong learning skills and strategies
    • have a sound understanding of how children and young adults become independent readers
    • comprehensively understand the role of information and communication technologies (ICTs) in lifelong learning
  • 26. ASLA - Standards of professional excellence for teacher librarians
    • 1.2
    • Excellent teacher librarians:
    • have a detailed knowledge of current educational pedagogy
    • are thoroughly familiar with the information literacy and information needs, skills and interests of learners
    • fully understand the need to cater for the social, cultural and developmental backgrounds of learners in program implementation and curriculum resourcing
  • 27. ASLA - Standards of professional excellence for teacher librarians
    • 2.1
    • Excellent teacher librarians:
    • create and nurture an information-rich learning environment which supports the needs of the school community
    • provide access to information resources through efficient, effective and professionally-managed system
    • foster an environment where learners are encouraged and empowered to read, view, listen and respond for understanding and enjoyment
    • appreciate the dynamic nature of ICTs and their role in education
  • 28. ASLA - Standards of professional excellence for teacher librarians
    • 2.2
    • Excellent teacher librarians:
    • collaborate with teachers to plan and implement information literacy and literature programs that result in positive student learning outcomes
    • ensure that their programs are responsive to the needs of learners in the school community
    • support learning and teaching by providing equitable access to professionally-selected resources
    • assist individual learners to develop independence in their learning
    • teach the appropriate and relevant use of ICTs and information resources
  • 29. Guided Inquiry
    • Help to make students
    • Digitally literate!
    • Information literate!
    • Critically literate!
  • 30. Why a Digital Restaurant? 3. The Digital Education Revolution is changing our classrooms
  • 31. Rudd: Digital Education Revolution
    • To have the best job and life opportunities in the future, Australian students must receive a world class education today.
    • Australian students need greater access to, and more sophisticated use of, information and communications technology. They need a digital education that prepares them for the jobs of tomorrow. They need the best hardware, high speed broadband connections and the best trained teachers to integrate new technology into classroom lessons.
    • Computers: the toolbox of the 21st century
  • 32. Rudd: Digital Education Revolution
    • A Rudd Labor Government will revolutionise classroom education by putting a computer on the desk of every upper secondary student and by providing Australian schools with fibre to the premises connections, which will deliver broadband speeds of up to 100 megabits per second. (Digital Education Revolution Policy document, Nov 2007)
  • 33. Rudd: Digital Education Revolution
    • COMPUTERS: Providing grants of up to $1 million to schools to provide a computer on the desk of every upper secondary school student, revolutionising their classrooms with new or upgraded ICT equipment.
    • BROADBAND: Providing Australian schools with FTTP broadband with connections with speeds of up to 100 mbps.
    • GRADUATE TRAINING: ensuring every new teacher graduates with ICT skills and that existing teachers have access to training that enables them to use broadband to enrich children’s educational experience.
    • ONLINE RESOURCES: Developing national online curriculum resources for all students, selective additional content for gifted students and conferencing facilities for those studying specialist subjects such as languages.
    • WEB PORTALS: Developing web portals that enable parents to participate in their child’s education.
  • 34. Rudd: Digital Education Revolution
    • TOTAL: $2 billion over six years (2008 – 2013)
    • COMPUTERS: $1.9 billion over four years (2008–2011)
    • Funding is to provide computers to Years 9 - 12
    • Aiming to achieve a 1:1 computer to student ratio by Dec 2011
    • Funding provides $2,500 to purchase each new computer/notebook/thin client
    • Funding provides $1,000 to upgrade an old computer (> 4 Yrs)
  • 35. Rudd: Digital Education Revolution
    • Round 1 - 1:8 ratio 3 March 2008
    • (896 schools and 116,820 computers)
    • Round 2 – 1:2 ratio 9 October 2008
    • (1,394 schools and 141,319 computers)
    • Supplementary Round 2.1 11 February 2009
    • Round 3 – 1:1 ratio 2010 and 2011
  • 36. Digital Education Revolution
    • Before Round 1
  • 37. Digital Education Revolution
    • After Round 1
  • 38. Rudd: Digital Education Revolution
    • Where are we heading?
    • What will the DER initiative mean for YOU and your school?
  • 39. What is a Digital Library?
    • What is your ‘vision’ of a digital library?
  • 40. What is a ‘Digital Restaurant’ Library?
    • The library is everywhere (24/7, anywhere, anytime)
    • The library has no barriers
    • The library is user-centered
    • The library provides a multi-media experience
    • The library invites participation ie blogs, wikis and RSS
    • The library is communally innovative
    • (‘as communities change, libraries must not only change with them, they must allow users to change the library’)
  • 41.
    • Put simply, libraries must now begin to use these Web 2.0 applications if they are to prove themselves to be just as relevant as other information providers, and start to deliver experiences that meet the modern user’s expectations.
    • Do libraries matter?, Ken Chad, Paul Miller, November, 2005
  • 42. What are you serving?
    • Traditional
    • Reading
    • Research
    • Videos
  • 43. What are you serving?
    • Fast – Google and Wikipedia
  • 44. What are you serving?
    • Healthy
    • Journals
    • Britannica
    • Online Databases
  • 45. What are you serving?
    • Spicy
    • Web 2.0
      • Blogs
      • Podcasts
      • Wikis
      • Forums
      • RSS Feeds
  • 46. What are you serving?
    • Enticing
    • Online media
      • ClickView
    • LMS
      • Blackboard
      • Moodle
  • 47. What are you serving?
    • Exotic
    • ICT Apps
      • Digital cameras
      • Video Cameras
      • Notebooks
  • 48. Education in 2025
  • 49. Questions
  • 50. Contacts
    • Email: [email_address]
    • Twitter: oxleyj
    • LinkedIn: http:// www.linkedin.com/in/oxleyj
  • 51. References
    • Born with the Chip , Stephen Abram & Judy Luther, Library Journal, 5/1/2004
    • Do libraries matter? The rise of Library 2.0 , Ken Chad, Paul Miller, November, 2005
    • Emerging technologies…, Pru Mitchell, Senior Information Officer, education.au
    • Going Virtual: Technology & the Future of Academic Libraries, Library Council of Southeastern Wisconsin Annual Conference, John Hubbard, University of Wisconsin-Milwaukee, May 16, 2007
    • Library 2.0 Theory: Web 2.0 and Its Implications for Libraries , Jack Maness, Webology, Volume 3, Number 2, June, 2006
    • Toward Academic Library 2.0: Development and Application of a Library 2.0 Methodology , Michael C. Habib, 2007
    • YouTube, me Jane: Library 2.0 – why it’s all about ‘me’, Belinda Weaver , Special Projects Coordinator, The University of Queensland Library, 2007