Lyn Hay's IASL2011 Closing Keynote

If the future is now...
What’s next?
LYN HAY
Lecturer in Teacher Librarianship
School of Information Studies
Wagga Wagga campus
http://www.flickr.com/photos/tofu_minx/848692877/in/set-72157600211522811/

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

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?

Most powerful learning tools
Questions
And the process to uncoveranswers
Problemsand the inventingof possiblesolutions

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

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

Dare to Dream
IMAGINATIONWhere will yours take you?

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

Learning21@ISB
International School of Beijing http://www.isb.bj.edu.cn/learning-21.aspx

Life & career skills
Flexibility & adaptabilityadapt to varied roles/job responsibilities/schedules/contexts, understand, negotiate, balance diverse views/beliefs, find workable solutions
Initiative & self-directionmanage goals/time, work independently, be self-directed learners, go beyond basic mastery, reflect critically on past experiences to inform future progress
Social & cross-cultural interactionknow 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

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

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

Life & career skills
Productivity & accountabilitymanage 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 & responsibilityproject-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

Building blocks for a revolution

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. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/pdf/21c_report.pdf

21C project findings
The school library is an important part of 21C school life
Pedagogical fusion and digital citizenship
Repositioning the school library as a flexible and dynamic learning space
The challenge: articulating how school libraries impact on student learning
Moving from teacher librarian ‘actions’ to student outcomes
Lack of ‘hard’ evidence provided by TLs
Enablers and barriers to collecting and documenting evidence of learning outcomes
(Hay & Todd 2010)

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)

Rondo Deltora Quest
Rowan of Rin Squeak Street Series
Raven Hill Mysteries The Fairy Realm
Individual Novels Picture Books
Early Readers http://www.emilyrodda.com/

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

“Don’t look back”
YouTube - Mick Jagger & Peter Tosh – ‘Don't look back’ (1978)
http://www.youtube.com/watch?v=SOevVdiiBeU#t=2m52s

The power of an inquiry
Gave our profession a voice beyond our profession/school
Launched a national conversation via mainstream media
Got the general community thinking
It has documented it!!!

Rethinking whatwe do
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.

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

“Imagine an activityand we willmake a space forit”
High School TL(Hay & Todd 2010, 2A.5)
http://www.cabe.org.uk/case-studies/frederick-bremer?photos=true&viewing=7110

iCentre
technical-admin aspects of technology are secondary to learning agenda
information, technology, curriculum & e-learning staff are ‘blended’
convergence allows strategic conversations

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

Do you want...
to build capacity inyour staff to use information andlearning technologiesto 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

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
Research shows that inquiry sparks learning in students and that inquiry learning calls on the collaborative expertise of teachers & TLs... + other specialist teachers Kuhlthau, 2010

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?

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. PLEs are currently more of a theoretical construct, as they have not been widely put into practice. The notion is of intense interest to many educators who 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

rethink – rebuild – rebrand

'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

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

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 urgonna use Google...”
Google Alerts for searches
Google Reader as an aggregator
iPhone/iPad apps

Building teachers’ PLNs
http://www.go-gulf.com/60seconds.jpg

Dare to dream

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

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

Stowell, S. J., & Mead, S. S. (2005). Ahead of the curve: A guide to applied strategic thinking. (Kindle Edition.). Salt Lake City, UT: CMOE Press.

If you don’t have a plan (goals) for what you want, then you will probably find yourself buying into someone else’s plan and later find out that wasn’t the direction you wanted to go. You’ve got to be the architect of your life”Jim Rohn - Philosopher

WE have to be the architectsof our TL professionandthe reinvention of 21Cschool libraries

How haveyou gained leverage from the National TL Inquiry report?
http://edu.blogs.com/.a/6a00d83451f00f69e20133f4d06221970b-popup

Being strategic every day
Being strategic means consistently making those core directional choices that will best move you toward your hoped-for future

Being strategic every day
You know where you’re starting from
You’re clear on where you want to go
You have the means and the will to make consistently good and powerful choices about how to get there
Being strategic is a learnable skill

“It doesn’t have to be 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.”
Dare to dream and succeed

If the future is now...
What’s next is up to you!
LYN HAY
Lecturer in Teacher Librarianship
School of Information Studies
Wagga Wagga campus

http://www.scoop.it	932
http://tlspecial.blogspot.com	405
http://halfpintofwisdom.wordpress.com	282
http://melbhslibrary.wordpress.com	207
http://bibliotecasemrede.blogspot.com	192
http://lonewolflibrarian.wordpress.com	186
http://studentslearn.wordpress.com	114
http://www.bibliotecasemrede.blogspot.com	38
http://us-w1.rockmelt.com	13
http://bibliotecasemrede.blogspot.com.br	2
http://tlspecial.blogspot.ca	2
http://cnliam.com	1
http://bibliotecasemrede.blogspot.pt	1
http://twitter.com	1
http://a0.twimg.com	1

Lyn Hay's IASL2011 Closing Keynote

by Lyn Hay on Aug 11, 2011

Accessibility

Categories

Tags

Upload Details

Usage Rights

15 Embeds 2,377

Statistics

Lyn Hay’s IASL2011 Closing Keynote — Presentation Transcript