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Encouraging effective use of the school library  by Pasifika students   SLANZA Conference 2011 Rob Finlay & Gail Cochrane ...
In groups… What do these look like? <ul><li>A.  A library effectively-used by Pasifika students </li></ul><ul><li>B.  A li...
Reflection on our discussion <ul><li>What makes a difference, in your experience or observation?  </li></ul><ul><li>In wha...
A library effectively used by Pasifika students is one that is…
Pasifika advice, inspiration and support <ul><li>Schools services website </li></ul><ul><li>Online community on Schools we...
Outline <ul><li>Knowing your students </li></ul><ul><li>Knowing the education goals and issues for Pasifika students </li>...
1. Knowing your students <ul><li>Know your students as individuals </li></ul><ul><li>Meet members of their families and co...
Heritage strands <ul><li>“ Oceania”   </li></ul><ul><li>A sea of islands </li></ul><ul><li>Samoa  Tokelau  Cook Is  Tonga ...
Melanesia Micronesia Polynesia Britain France Germany USA European Chinese Indian afakasi Traders  Beachcombers Labourers ...
Varying strengths of cultural identity <ul><li>Fluent language and “island” culture </li></ul><ul><li>(Island born, strong...
2.  Knowing the education goals and issues for Pasifika students <ul><li>“ Pasifika children often  underachieve  in liter...
Compass for  Pasifika  success   and the Pasifika Education Plan <ul><li>Compulsory sector goals </li></ul><ul><li>Ensure ...
How much attention is given to Pasifika students at your school? <ul><li>Consider  </li></ul><ul><li>Number/ proportion of...
3. Print and digital resources <ul><li>For students </li></ul><ul><li>In Pacific languages </li></ul><ul><li>About Pacific...
Two further questions <ul><li>How can we bring Pacific Islands/ Pasifika worlds and works into the classroom? </li></ul><u...
About Pacific heritage: a question of approach <ul><li>Siteine and Samu: three perspectives used in Social Science units <...
How people are represented is important <ul><li>Patricia Grace (Pihama p 239): </li></ul><ul><li>“ If books do not… reinfo...
Print resources <ul><li>Discuss: </li></ul><ul><li>The challenge:  What are the issues? </li></ul><ul><li>The providers:  ...
Pasifika languages <ul><li>Which languages?   and why? </li></ul><ul><li>Samoan  Tongan   Cook Is Maori  Niuean  Tokelauan...
Easy language materials  for junior students- single language
Bilingual resources <ul><li>Support literacy in both languages </li></ul><ul><li>Bilingual approach helps students with ba...
Easy language materials  for junior students- bilingual Series in English  and  either Tongan, Samoan or Maori / Kahukura,...
Reference For children, by Betty Dunford, Bess Press,  $204.30  Wheelers price
These are available ,  but many Pacific   language   dictionaries  are out of print or in limited supply Digitisation may ...
Myths and legends  – bilingual/  English Tongan-English myths series Samoan-English TKI:  Pasifika  - Digital Legends Engl...
Tagata tangata series:  Oceanic perspectives Pearson/ Longman/  Secondary Note: these are textbooks, but we need the usefu...
Small island perspectives Not currently available Souvenirs of the South Pacific-  out of stock and out of print
Tourist perspectives : Travel brochures Travel guides
History South Pacific History in Suite 101
Exploring the Pacific Pacific Voyaging Society   http:// pvs.kcc.hawaii.edu /   Vaka moana exhibitions http:// www.aucklan...
Science Tuvalu, rising sea levels
About Pasifika experience in New Zealand The sad story of an island-born boy, Fa’amoana John  Luafutu-  from  Macmillan Br...
Short stories and collections Not currently available
Picture books Tongan Samoan Bilingual Also by Catherine Hannken:  Sel a fina , Fiapule Sole!  books by Fata and Paula Leto...
Picture books International  Children's Digital Library New Zealand Picture Book Collection ; Living Heritage
Pacific writing - general
Pasifika poetry  <ul><li>Selina Tusitala Marsh and Pasifika poetry  http://www.nzepc.auckland.ac.nz/pasifika/index.asp   <...
Pasifika drama <ul><li>Sensitive use required  </li></ul><ul><li>http:// www.blackfriarscompany.blogspot.com /   </li></ul>
Pasifika fiction – primary and intermediate Very little Joy Cowley Eve Sutton
Pasifika fiction – secondary/ adult level Usually written for adults, may appeal to serious seniors
Pasifika fiction – by non-Pasifika writers
Art and Music
Cooking and food Me’a Kai  won  New Zealand Best Book of the Year in the Gourmand World Cookbook  Awards , Dec 2010, and G...
Using other resources that reflect analogous experience
Discussion: From your observation, what resources appeal to Pasifika students? What are the features in these  resource s ...
Elements that are likely to appeal <ul><li>Humour </li></ul><ul><li>Sport </li></ul><ul><li>Health </li></ul><ul><li>Injus...
Digital resources- a survey
NZETC- N Z Electronic Text Centre http://www.nzetc.org/   <ul><li>Contemporary Maori and Pacific Islands </li></ul><ul><li...
 
Visual resources <ul><li>Matapihi :  http:// www.matapihi.org.nz /   </li></ul><ul><li>Timeframes :   http://find.natlib.g...
General search <ul><li>Digital New Zealand:  http:// www.digitalnz.org /  .  </li></ul>
Pacific Island cultures <ul><li>Siapo.com:  http://www.siapo.com   </li></ul><ul><li>Living Heritage:  http:// www.livingh...
History <ul><li>NZ History online:  http:// www.nzhistory.net.nz   </li></ul><ul><li>PapersPast:  http://paperspast.natlib...
Resources for parents <ul><li>To attract them to the Library </li></ul><ul><ul><li>Pasifika newspapers, magazines and news...
4. Strategies that will engage Pasifika students and their families with the Library, with literacy and learning
Principles for Pasifika student learning <ul><li>Common cultural and identity characteristics  </li></ul><ul><li>Each indi...
Providing for diversity <ul><li>Most Pasifika students are in multicultural schools </li></ul><ul><li>Preferred learning s...
Providing “for Pasifika as Pasifika” <ul><li>Colouring in the white spaces, Ann Milne,  APPA, 2009 </li></ul><ul><ul><li>“...
Providing for excellence-  Teachers (and librarians) can improve outcomes for Pasifika learners when they : <ul><li>Know t...
Teachers and librarians can improve outcomes for Pasifika learners when they: (2) <ul><li>Provide deliberate and explicit,...
Strategies for Literacy <ul><li>Home-school partnerships </li></ul><ul><li>Reading to </li></ul><ul><li>Reading choice – F...
4. The Library environment <ul><li>S ocial </li></ul><ul><li>O pportunity for involvement </li></ul><ul><li>C ulture and l...
S ocial <ul><li>Library as  fono - meeting place </li></ul><ul><li>A place becomes home when you can relax there </li></ul...
O pportunity for involvement <ul><li>As Student Librarians </li></ul><ul><li>Responsibility for Pasifika collection, displ...
C ulture and language <ul><li>Knowing the students and their cultures </li></ul><ul><li>Resources in Pasifika languages, a...
I nvolvement with the wider community <ul><li>Pasifika teachers </li></ul><ul><li>Pasifika public librarians </li></ul><ul...
A esthetic and acoustic <ul><li>Appearance-  what does a Pasifika home look like? </li></ul><ul><li>Architectural features...
L imits <ul><li>Being at home includes a sense of appropriateness- boundaries </li></ul><ul><li>Being responsible as well ...
In your small groups <ul><li>What steps could you take to encourage Pasifika students to respond positively to the school ...
<ul><li>Koe kia </li></ul>Tofa soifua Nofo a Aere ra Ni sa moce Olo la ni ‘ Bye Haere Ra
 
National Administration Guidelines (NAGs) <ul><li>NAG1(c) on the basis of good quality assessment information,  identify s...
The National Education Goals (NEGs) <ul><li>NEG 1 </li></ul><ul><li>The highest standards of achievement, through programm...
3. Strategies to encourage engagement with re sources   <ul><li>Literacy </li></ul><ul><li>Information literacy </li></ul>...
21 st  century literacies and learning <ul><li>Inquiry approach- questions </li></ul><ul><li>The advantages of an inquiry ...
4. Interactive session: <ul><li>An example-  Sorry Samoa (Level 1 NCEA/ Level 5) </li></ul><ul><li>Working for your school...
Sorry   Samoa The background to Helen Clark’s apology,  June 2002 Using Digital Resources to put Pacific Islands Culture a...
Interactive session <ul><li>Take a unit of work envisaged for your school: </li></ul><ul><ul><li>Suggestions: </li></ul></...
 
Information for educators  <ul><li>Team Solutions Pasifika advisers:  http://www.education.auckland.ac.nz/uoa/home/about/p...
Providing for excellence <ul><li>Quality teaching and school structures are vital: a good teacher (or librarian) is a good...
NZETC- N Z Electronic Text Centre http://www.nzetc.org/   <ul><li>Arts and Crafts of the Cook Islands   </li></ul><ul><li>...
Engagement with Publisher and Supplier <ul><li>Mary Hooker, South  Pacific Books, now part of Wheelers Books </li></ul><ul...
Pasifika Students’ Resource Needs, Interests and Attitudes <ul><li>Focus- on Pasifika students’ learning </li></ul><ul><li...
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Effective use of library by Pasifika- slanza

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Presentation for SLANZA conference 2011, including :
knowing your students;
knowing education goals and issues for Pasifika students;
print and digital resources;
strategies that will engage;
Library environment

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  • 9.15 am Welcome Introductions Messages about lunch/ toilets/ fire alarms/ comfort
  • Need white board marker Involves observation and experience I expect we’ll find a lot of variety?
  • Website Request See also Gallery Needed: Spotlights Show Online Community- explain how it works, invite forum participation and suggestion- 10 min - especially South, East Central, West
  • As individuals As members of a range of communities. Starting with the principle: He tagata, he tagata, he tagata. Before we think of programmes, resources and environments, we have to start with people, and we have to take people as they are. I’ll be covering some of these points separately later, but we have to begin here, whether they are Pasifika- whatever that means, or Asian, Maori or Pakeha… Tom and Angela of Tagata Pasifika- Pasifika pinups
  • What is behind the smiling or scowling student in your classroom? Oceania- Hau’ofa- Not “islands in a distant sea” but “ a sea of islands” Pacific nations- loosely related to cultural areas Tom Davis novel Vaka, John Pule’s novel Shark that ate the sun- intermigration and intermarriage through the traditional Pacific What is the quality of these experiences? What are the effects on our studnts?
  • A long rich and sometimes tragic history If you read the novels and the poems or see the plays and films, you will find alongside the laughter, a lot of hurt. The New Zealand experience has often been a sad or cruel one for Pasifika people.
  • Where do most of your students fit into this schema
  • Deficit thinking is looking at the problems and ascribing them to the cultures and behaviour of the group involved… Do we blame Pasifika for the situation, or do we look for reasons why there has been disengagement and alienation, and attempt to reverse the situation?
  • With debt acknowledgement to Michelle Johansen, IFTE It is important that we not only engage Pasifika students with their own culture but that we present Pasifika culture and experience to non-Pasifika students in a way that accurately and fairly expresses them How can we bring classical (worlds and) works to our Pasifika learners in a relevant and meaningful way?
  • It is important that we fairly represent the Pacific Islands and their cultures and histories for/with all students: -Pasifika students- island-born and NZ-born -Maori and Pakeha/Palagi and Pasifika students- some who go for Pacific island holidays, others who don’t -Other immigrant minority groups
  • Discuss: what are the issues? Where do we go when we can’t find information- digital or people
  • anything on the issues? from MPIA? MPIA statement: see Diversity HR and Responsibility para 2 Pacific languages Language strategies Action Issues: PPTA and NZEI supporting the stand for Pacific languages
  • Beginning to request materials for NL Schools Collection
  • Research indicates that students who learn more than one language become more capable in both. And experience shows students like to compare texts Beginnings and endings with lifetimes in between-about death: Eng/ Samoan/ Tongan, Eng/ Fijian/ Hindi, also Pidgin On Wheelers website, search in keywords section using language terms eg English Samoan, Englist Tongan Tupu good but not being used enough- put them into circulation/ under appropriate language- face out
  • Counting, alphabet, colours etc Books and charts
  • Digital resources
  • PEC or MPIA language courses
  • Tagata tangata Level 4-5 Pasifika level 5 We need these plus Illustrated History of the South Pacific etc to provide the conceptual framework, but then we can use additional information from other sources. Pacific Ocean/ Prevost- mainly scientific, but good background on economic issues
  • Samoa by Evotia Tamua, Pacific Pride ed Graeme Lay
  • Popular in schools: good information and “outsider” comment
  • Ill history- essential Black Sat- secondary schools War and succession- senior history? If doing a senior history course or if yp interested/ tertiary. There are others like it
  • So far the world- A Tahitian fisherman drifts for 1200 km: survival and determination
  • Pacific Ocean- Prevost- Surveys the origin, geological borders, climate, water, plant and animal life, and economic and ecological aspects of the Pacific Ocean.
  • Polynesian Panthers the crucible years
  • Out of the deep and other stories from NZ and the Pacific, Tessa Duder &amp; Lorraine Orman, 2007 Written for IBBY, ill.Bruce Potter, stories by NZ and Pacific authors, ancient stories retold (Maui and te ika by David Hill) and modern, some futuristic (Is the water closer? Post apocalyptic, historic (One and the blackbirders), relating to race relations (Duder&apos;s Perfect picnic), Fijian, Samoan, etc Flying fox in a freedom tree- short stories, often young people- set in the Vaipe valley of Apia Passages tp the dream shore
  • International Children&apos;s Digital Library http://en.childrenslibrary.org/ Search under New Zealand or for Lino Nelisi, two of whose books are included in English and Pacific languages
  • (on NZ Electronic Poetry Centre) Fale by Apirana Taylor Auckland by Mua Strickland-Pua Waitangi day, Porirua by Vivienne Plumb Wild dogs under my skirt by Tusiata Avia An old chief watches young men exercising on Kapiti , and Maui’s Whare by Alistair te Ariki Campbell Tahitian Pohutukawa by Anna Jackson Also South Auckland Poets Collective
  • “ Play scripts differ from other literature in that they are more “live” than say, the novel. Students are asked, within the context of the teaching and learning of Drama to not only study the texts, but to live them, to become the characters that are presented within them. No matter how cleverly written, within the genre of the novel, students are never asked to become the notorious Heathcliffe in Wuthering Heights , or to feel as Ponyboy does in The Outsiders . Within Drama, the literary imagination is asked to stretch further- students are required to become , even momentarily, the people of Oscar Kightley’s Fresh off the Boat and Niu Sila . While being allowed to explore Pasifika characters in this way can initially be empowering (because here Pasifika people are present in a textual, officially endorsed context), it can also be harmful to the student’s sense of their own culture and identity. The characters and storylines of these plays often serve to reinforce dangerous stereotypes, and by their inclusion in the officially recommended course of instruction, our Pasifika learners may be receiving harmful messages about their identity and citizenship in New Zealand society. Instead of becoming admirable, noble, powerful individuals, they are too often presented with roles that are detrimental to their perceptions of Pasifika people in society- they are the dole-bludgers, the over-stayers, the cleaners, the unemployed, the underachieving, the socially inept, the dusky maidens, and the ig noble savages.” then quotes Patricia Grace (Pihama p 239): “ if books [playscripts] do not do these things, do not reinforce values, actions, customs, culture and identity, then they are dangerous… If there are not books [playscripts] that tell us about ourselves but only tell us about others, then they are saying ‘you do not exist’ and that is dangerous… However, if there are books [playscripts] that are about you and they are untrue, that is very dangerous… If there are books [playscripts] about you but they are negative and insensitive so that they are saying ‘you are not good’, that is dangerous.” - comments from Michelle Johansen, Much ado about English (IFTE Conference), April 2011, on the NCEA Drama Curriculum
  • Leaves of the banyan tree McGregor, Lurline Wailana, Between the deep blue sea and me, 2008, Honalulu
  • Joy Cowley Eve Sutton Lay- Tuaine of Aitutaki- Return to OFL, Mandy Hager, Blood of the lamb series Lords of the Pacific- ya historical and mythological fiction, 2010, set in Tonga 1793- Pan McMillan Melal- 2002- nuclear testing- Hawai’i- in 1981, set in the Marshalls Onaevia 13-20
  • Me’a Kai won New Zealand Best Book of the Year in the Gourmand World Cookbook Awards , Dec 2010, and Gourmand World Cookbook Awards June 2011
  • ?
  • Not exhaustive Often love Nicholas Sparks novels
  • Literacy resources already
  • Virtual Museum of the Pacific- m1/ 92001
  • Living heritage- search Marcellin
  • Feed the mind: ECE/information for parents and communities- Can anyone report on good relationships with Pasifika parents established through the school and affecting the library?
  • MoE regards high-Pasifika as being over 25% Discuss the nature of your school in terms of its Pasifika students Multicultural schools- usually large, urban, state, low-decile, North Island (Auckland), often secondary High Pasifika roll schools- often church schools, Auckland (especially S and W) or big city, primary and secondary, low-decile Smaller Pasifika numbers in mid and upper-decile, urban, some rural schools
  • Ann Milne, Colouring in the white spaces, APPA, 2009 [http://news.tangatawhenua.com/wp-content/uploads/2010/06/Colouring-in-the-white-spaces.pdf] (The “white spaces” are schools sharing in the ”background set of rules”. Although the great majority of the children might be brown the school’s colour can still be “invisible white”. A strong case for the cultural perspective of Pasifika students.) Principles: Relationships Expectations Culture counts Partnerships Teacher efficiency
  • Mnemonic
  • Food, music, other Pasifika students
  • Toga
  • I’m new in this role- this is my first ‘outing’ as Adviser Pasifika. Please advise of how you see me supporting your- and your Pasifika students’ learning needs
  • Each board of trustees is required to foster student achievement by providing teaching and learning programmes which incorporate The National Curriculum as expressed in The New Zealand Curriculum 2007 or Te Marautanga o Aotearoa . Each board of trustees is required to foster student achievement by providing teaching and learning programmes which incorporate The National Curriculum as expressed in The New Zealand Curriculum 2007 or Te Marautanga o Aotearoa . 1. The National Administration Guidelines (NAGs) Does this contribute to a deficit reading of Pasifika students? It needn’t: as long as we remember that being different may
  • This repeats some of the Te Kotahitanga information
  • Questions about provision trends, size of runs, providers, Areas of need- history, customs,
  • “ Pasifika children often underachieve in literacy and exhibit disengagement and alientation at school. National and international reports on literacy performance continue to reveal low levels of achievement in reading among Pasifika students, to the extent that raising the levels of achievement in this area has become a focus for targeted funding in MOE initiatives.” (Motivating Pasifika students in literacy learning, in Should this be a slide for discussion?
  • Transcript of "Effective use of library by Pasifika- slanza"

    1. 1. Encouraging effective use of the school library by Pasifika students SLANZA Conference 2011 Rob Finlay & Gail Cochrane Talofa lava Malo e lelei Kia orana Fakaalofa lahi atu Ni sa bula Malo ni Namaste Kia ora Welcome
    2. 2. In groups… What do these look like? <ul><li>A. A library effectively-used by Pasifika students </li></ul><ul><li>B. A library not effectively- used by Pasifika students </li></ul><ul><li>Think of: </li></ul><ul><li>Activities - what is not happening? </li></ul><ul><ul><ul><li>- what is happening? </li></ul></ul></ul><ul><li>Attitudes to: </li></ul><ul><ul><li>Being in the library/ library staff </li></ul></ul><ul><ul><li>Resources </li></ul></ul><ul><ul><li>Reading and learning </li></ul></ul>
    3. 3. Reflection on our discussion <ul><li>What makes a difference, in your experience or observation? </li></ul><ul><li>In what ways do Pasifika students respond like or unlike others? </li></ul><ul><li>Why? </li></ul><ul><li>Do Pasifika students require a different approach from other students? </li></ul><ul><li>If so what needs to be different? </li></ul>
    4. 4. A library effectively used by Pasifika students is one that is…
    5. 5. Pasifika advice, inspiration and support <ul><li>Schools services website </li></ul><ul><li>Online community on Schools website Please join </li></ul><ul><li>Adviser Pasifika: [email_address] : (09) 365 8814 </li></ul><ul><li>Local networking where there are several schools with high Pasifika rolls- common interest </li></ul><ul><li>Your local Pasifika staff, parents, churches, community and public library (Pasifika librarians) </li></ul>
    6. 6. Outline <ul><li>Knowing your students </li></ul><ul><li>Knowing the education goals and issues for Pasifika students </li></ul><ul><li>Print and digital resources </li></ul><ul><li>Strategies that will engage Pasifika students and their families with the library, and with literacy and learning </li></ul><ul><li>The Library environment </li></ul>
    7. 7. 1. Knowing your students <ul><li>Know your students as individuals </li></ul><ul><li>Meet members of their families and communities </li></ul><ul><li>Involve Pasifika staff </li></ul><ul><li>Learn about the cultures, language and histories: </li></ul><ul><ul><li>Tagata Pasifika </li></ul></ul><ul><ul><li>Cultural events </li></ul></ul><ul><ul><li>Literature </li></ul></ul><ul><ul><li>Magazines </li></ul></ul>
    8. 8. Heritage strands <ul><li>“ Oceania” </li></ul><ul><li>A sea of islands </li></ul><ul><li>Samoa Tokelau Cook Is Tonga Niue Fiji Tuvalu Other </li></ul><ul><li>Colonial experience </li></ul><ul><li>Colonising powers- variable/ Missionaries/ Traders/ Languages/ Settlers/ Travel/ </li></ul><ul><li>Migration </li></ul><ul><li>Island born -- NZ born </li></ul><ul><li> 2/3/4 generations/ intermarriage </li></ul><ul><li>New Zealand social, economic, educational experience </li></ul>
    9. 9. Melanesia Micronesia Polynesia Britain France Germany USA European Chinese Indian afakasi Traders Beachcombers Labourers Missionaries Settlers Sailors Administrators Soldiers Slavers Lapita High islands Atolls vaka/va’a Kanaks Islanders PI Influenza “Black Saturday” Dawn raids Pacific War Polynesian Panthers Treaty of Friendship Remittences Sione’s Wedding Fresh off the boat Churches, gangs and role models palagi Tagata Maori vanua moana Moby Dick Tusitala- RLS Noble savage Sons for the return home Tupaea Vikings of the sunrise Girl in the moon circle Niu Sila Australia
    10. 10. Varying strengths of cultural identity <ul><li>Fluent language and “island” culture </li></ul><ul><li>(Island born, strong church/ family identity) </li></ul><ul><li>Pasifika culture </li></ul><ul><li>Identity and identification as Pasifika </li></ul><ul><li>Assimilation </li></ul><ul><li>(New Zealand born, Mixed-parentage, Isolation) </li></ul>
    11. 11. 2. Knowing the education goals and issues for Pasifika students <ul><li>“ Pasifika children often underachieve in literacy and exhibit disengagement and alienation at school. National and international reports on literacy performance continue to reveal low levels of achievement in reading among Pasifika students, to the extent that raising the levels of achievement in this area has become a focus for targeted funding in MOE initiatives .” </li></ul><ul><li> (Motivating Pasifika students in literacy learning) </li></ul><ul><li>What approaches can we take to this issue? </li></ul><ul><li>What is ‘Deficit thinking’? </li></ul>
    12. 12. Compass for Pasifika success and the Pasifika Education Plan <ul><li>Compulsory sector goals </li></ul><ul><li>Ensure improved progress in literacy and numeracy </li></ul><ul><li>Increasing responsiveness to Pasifika learners and families </li></ul><ul><li>Increase effective engagement between Pasifika parents, families and teachers and schools focussed on learning </li></ul><ul><li>Where do school libraries contribute to these goals? </li></ul><ul><li>How do school libraries contribute? </li></ul>
    13. 13. How much attention is given to Pasifika students at your school? <ul><li>Consider </li></ul><ul><li>Number/ proportion of Pasifika students </li></ul><ul><li>Number/ proportion of Pasifika staff </li></ul><ul><li>Access from Pasifika families and other adults </li></ul><ul><li>Policy </li></ul><ul><li>Special occasions </li></ul><ul><li>Library </li></ul>
    14. 14. 3. Print and digital resources <ul><li>For students </li></ul><ul><li>In Pacific languages </li></ul><ul><li>About Pacific heritage in the Islands </li></ul><ul><li>About the Pasifika experience in New Zealand </li></ul><ul><li>Other resources that Pasifika students will identify with </li></ul><ul><li>For Pasifika- resources that appeal </li></ul><ul><li>Engaging with the world </li></ul>
    15. 15. Two further questions <ul><li>How can we bring Pacific Islands/ Pasifika worlds and works into the classroom? </li></ul><ul><ul><li>for Pasifika students </li></ul></ul><ul><ul><li>for non-Pasifika students </li></ul></ul><ul><li>How can we bring mainstream worlds and works to our Pasifika learners in a relevant and meaningful way? </li></ul>P NP
    16. 16. About Pacific heritage: a question of approach <ul><li>Siteine and Samu: three perspectives used in Social Science units </li></ul><ul><li>Oceanic - holistic, “draws attention to ancient Pacific people’s ways of seeing their world and to their actions in the present” </li></ul><ul><li>Small island - looks at individual “island states in terms of the geographic and economic features of the island state” </li></ul><ul><li>Tourist - has the effect of putting students with Pacific backgrounds “on show”, and “can serve to perpetuate the stereotypes, misrepresent cultural realities, and undermine a sense of belonging and identity.” </li></ul>
    17. 17. How people are represented is important <ul><li>Patricia Grace (Pihama p 239): </li></ul><ul><li>“ If books do not… reinforce values, actions, customs, culture and identity, then they are dangerous… If there are not books that tell us about ourselves but only tell us about others, then they are saying ‘you do not exist’ and that is dangerous… However, if there are books that are about you and they are untrue, that is very dangerous… If there are books about you but they are negative and insensitive so that they are saying ‘you are not good’, that is dangerous.” </li></ul>
    18. 18. Print resources <ul><li>Discuss: </li></ul><ul><li>The challenge: What are the issues? </li></ul><ul><li>The providers: Where do you go for resources? </li></ul><ul><li>The resources: What do you look for in resources for Pasifika students? </li></ul><ul><li>The alternatives: Where do you go when there aren’t print resources? </li></ul>
    19. 19. Pasifika languages <ul><li>Which languages? and why? </li></ul><ul><li>Samoan Tongan Cook Is Maori Niuean Tokelauan </li></ul><ul><li> Hindi Fijian Tuvaluan Kiribati Tok Pisin </li></ul><ul><li>Bilingual </li></ul><ul><li>Resources available </li></ul><ul><li>Collect and preserve Tupu and Folauga material (MOE) </li></ul><ul><li>Sources: </li></ul><ul><ul><li>Ethnic Word: www.ethnicword.co.nz </li></ul></ul><ul><ul><li>The Book Hut: http://www.thebookhut.co.nz/ </li></ul></ul><ul><ul><li>Wheelers: http://www.wheelers.co.nz/spb/category/ </li></ul></ul><ul><ul><li>Native Council: http://www.nativecouncil.co.nz/ </li></ul></ul>
    20. 20. Easy language materials for junior students- single language
    21. 21. Bilingual resources <ul><li>Support literacy in both languages </li></ul><ul><li>Bilingual approach helps students with basic literacy </li></ul><ul><li>Bilingual resources, eg Bibles in Samoan/English, etc </li></ul><ul><li>Bilingual pages </li></ul><ul><li>Parallel translations in separate books, eg Tupu </li></ul>Samoan Niuean
    22. 22. Easy language materials for junior students- bilingual Series in English and either Tongan, Samoan or Maori / Kahukura, Ahurewa New, from Native Council for PEC Also Tongan, more to come
    23. 23. Reference For children, by Betty Dunford, Bess Press, $204.30 Wheelers price
    24. 24. These are available , but many Pacific language dictionaries are out of print or in limited supply Digitisation may be a solution, eg Maori: http://www.lexilogos.com/english/maori_dictionary.htm
    25. 25. Myths and legends – bilingual/ English Tongan-English myths series Samoan-English TKI: Pasifika - Digital Legends English
    26. 26. Tagata tangata series: Oceanic perspectives Pearson/ Longman/ Secondary Note: these are textbooks, but we need the useful information. Useful case studies Pasifika: Study of Island Communities in the Southwest Pacific
    27. 27. Small island perspectives Not currently available Souvenirs of the South Pacific- out of stock and out of print
    28. 28. Tourist perspectives : Travel brochures Travel guides
    29. 29. History South Pacific History in Suite 101
    30. 30. Exploring the Pacific Pacific Voyaging Society http:// pvs.kcc.hawaii.edu / Vaka moana exhibitions http:// www.aucklandmuseum.com/vakamoana/default.asp Pacific vaka voyage : request a Google Alert for this current voyage. See also: http://pacific.scoop.co.nz/2011/04/20112012-pacific-vaka-voyage/ Tue 26/04/2011 out of print
    31. 31. Science Tuvalu, rising sea levels
    32. 32. About Pasifika experience in New Zealand The sad story of an island-born boy, Fa’amoana John Luafutu- from Macmillan Brown
    33. 33. Short stories and collections Not currently available
    34. 34. Picture books Tongan Samoan Bilingual Also by Catherine Hannken: Sel a fina , Fiapule Sole! books by Fata and Paula Letoa- OP
    35. 35. Picture books International Children's Digital Library New Zealand Picture Book Collection ; Living Heritage
    36. 36. Pacific writing - general
    37. 37. Pasifika poetry <ul><li>Selina Tusitala Marsh and Pasifika poetry http://www.nzepc.auckland.ac.nz/pasifika/index.asp </li></ul><ul><li>Voices of the Pacific: a poetry resource, Diana O’Meara- includes Pasifika poets and writing about Pacific themes </li></ul><ul><li>-South Auckland Poets Collective </li></ul>
    38. 38. Pasifika drama <ul><li>Sensitive use required </li></ul><ul><li>http:// www.blackfriarscompany.blogspot.com / </li></ul>
    39. 39. Pasifika fiction – primary and intermediate Very little Joy Cowley Eve Sutton
    40. 40. Pasifika fiction – secondary/ adult level Usually written for adults, may appeal to serious seniors
    41. 41. Pasifika fiction – by non-Pasifika writers
    42. 42. Art and Music
    43. 43. Cooking and food Me’a Kai won New Zealand Best Book of the Year in the Gourmand World Cookbook Awards , Dec 2010, and Gourmand World Cookbook Awards June 2011
    44. 44. Using other resources that reflect analogous experience
    45. 45. Discussion: From your observation, what resources appeal to Pasifika students? What are the features in these resource s that appeal? What strategies have you used successfully to draw Pasifika students to ‘mainstream worlds and works’?
    46. 46. Elements that are likely to appeal <ul><li>Humour </li></ul><ul><li>Sport </li></ul><ul><li>Health </li></ul><ul><li>Injustice, oppression, succeeding against the odds </li></ul><ul><li>Biographies: famous men and women </li></ul><ul><li>Heroes </li></ul><ul><li>Poetry </li></ul><ul><li>Horror </li></ul><ul><li>War books </li></ul><ul><li>Adventure books </li></ul><ul><li>Graphic novels but response - varies between schools </li></ul><ul><li>Shakespeare </li></ul><ul><li>Bible stories </li></ul><ul><li>Maori myths and legends </li></ul><ul><li>Magazines </li></ul><ul><li>Romances </li></ul>Usually no difference from anyone else Needs to be cool ‘ High interest, not just because it has Pasifika language or setting’
    47. 47. Digital resources- a survey
    48. 48. NZETC- N Z Electronic Text Centre http://www.nzetc.org/ <ul><li>Contemporary Maori and Pacific Islands </li></ul><ul><li>Historic Maori and Pacific Islands </li></ul>
    49. 50. Visual resources <ul><li>Matapihi : http:// www.matapihi.org.nz / </li></ul><ul><li>Timeframes : http://find.natlib.govt.nz/primo_library/libweb/action/search.do?vid=TF&fromLogin=true </li></ul><ul><li>PictureAustralia : http:// www.pictureaustralia.org / </li></ul><ul><li>Material culture: Virtual Museum of the Pacific : http:// epoc.cs.uow.edu.au/vmp /# </li></ul>
    50. 51. General search <ul><li>Digital New Zealand: http:// www.digitalnz.org / . </li></ul>
    51. 52. Pacific Island cultures <ul><li>Siapo.com: http://www.siapo.com </li></ul><ul><li>Living Heritage: http:// www.livingheritage.org.nz / </li></ul><ul><li>National Library Website high interest topics: http:// schools.natlib.govt.nz /high-interest-topics </li></ul>
    52. 53. History <ul><li>NZ History online: http:// www.nzhistory.net.nz </li></ul><ul><li>PapersPast: http://paperspast.natlib.govt.nz/cgi-bin/paperspast </li></ul><ul><li>Suite101.com online magazine </li></ul><ul><ul><li>http://www.suite101.com/oceanic-history- historic and recent </li></ul></ul><ul><ul><li>http://www.suite101.com/polynesian-indigenous-people </li></ul></ul><ul><li>Topics from Oceania: units for junior secondary history </li></ul><ul><li>http://www.aaaps.edu.au/?q+node/135 </li></ul>
    53. 54. Resources for parents <ul><li>To attract them to the Library </li></ul><ul><ul><li>Pasifika newspapers, magazines and news websites </li></ul></ul><ul><ul><li>Taro Pages website (Auckland) </li></ul></ul><ul><li>To (also) help them with parenting </li></ul><ul><ul><li>SKIP (Strategies for Kids/ Information for Parents), Ministry of Social Development (Samoan, Tongan and Hindi ) </li></ul></ul><ul><ul><li>Feed the mind resources in five Pacific languages and English </li></ul></ul><ul><ul><li>Borrowing rights for pre-school siblings </li></ul></ul>
    54. 55. 4. Strategies that will engage Pasifika students and their families with the Library, with literacy and learning
    55. 56. Principles for Pasifika student learning <ul><li>Common cultural and identity characteristics </li></ul><ul><li>Each individual/ family/ community is different </li></ul><ul><li>Schools are different </li></ul><ul><ul><li>Multicultural schools </li></ul></ul><ul><ul><li>Mainly Pasifika schools </li></ul></ul><ul><ul><li>Smaller Pasifika numbers </li></ul></ul><ul><li>Providing for diversity </li></ul><ul><li>Providing for Pasifika “as Pasifika” </li></ul><ul><li>Providing for excellence </li></ul>
    56. 57. Providing for diversity <ul><li>Most Pasifika students are in multicultural schools </li></ul><ul><li>Preferred learning style varies </li></ul><ul><ul><li>communal and cooperative </li></ul></ul><ul><ul><li>individual </li></ul></ul><ul><li>Know your students </li></ul>
    57. 58. Providing “for Pasifika as Pasifika” <ul><li>Colouring in the white spaces, Ann Milne, APPA, 2009 </li></ul><ul><ul><li>“ white spaces” = schools sharing in the “background set of rules”, the risk of hegemony </li></ul></ul><ul><li>Ka Hikitia </li></ul><ul><li>Research indicates that Pasifika students do better when taught under Te Kotahitanga principles </li></ul><ul><li>&quot;Pasifika students at (Te Kotahitanga) schools had a 15.4 increase (in NCEA) over the same period compared to a 6.1 general increase for Pasifika&quot; </li></ul><ul><li>Timperley, H., Wilson, A., Barrar, H., Fung, I., & Auckland, U. o. (2007 ) p.261 </li></ul><ul><li>Kotahitanga- an overview </li></ul>
    58. 59. Providing for excellence- Teachers (and librarians) can improve outcomes for Pasifika learners when they : <ul><li>Know the learner </li></ul><ul><li>Use home language(s), knowledge and experiences of Pasifika students… in the classroom </li></ul><ul><li>Ensure that students’ prior knowledge and experiences are activated and used to build a bridge between what they already know and new knowledge </li></ul><ul><li>Provide a range of culturally relevant texts, topics, contexts and perspectives </li></ul>Draft Pasifika principles- Team Solutions Talanoa Akoako, 2008
    59. 60. Teachers and librarians can improve outcomes for Pasifika learners when they: (2) <ul><li>Provide deliberate and explicit, transparent instruction about language as well as learning content </li></ul><ul><li>Provide high challenge with appropriate level of support </li></ul><ul><li>Provide multiple learning opportunities with a focus on learners using academic language </li></ul><ul><li>Make productive links with family and community </li></ul>Draft Pasifika principles- Team Solutions Talanoa Akoako, 2008
    60. 61. Strategies for Literacy <ul><li>Home-school partnerships </li></ul><ul><li>Reading to </li></ul><ul><li>Reading choice – Free and Voluntary Reading- and responses </li></ul><ul><li>Seeing adults and seniors read </li></ul><ul><li>Encouraging reading at school </li></ul><ul><li>Peer reading </li></ul><ul><li>Books at home </li></ul><ul><li>Letting students borrow books- scaffolding borrowing process </li></ul><ul><li>Reading together- Jeanne Biddulph </li></ul><ul><li>Summer reading </li></ul>
    61. 62. 4. The Library environment <ul><li>S ocial </li></ul><ul><li>O pportunity for involvement </li></ul><ul><li>C ulture and language </li></ul><ul><li>I nvolvement with the wider community </li></ul><ul><li>A esthetic and accoustic </li></ul><ul><li>L imits </li></ul>
    62. 63. S ocial <ul><li>Library as fono - meeting place </li></ul><ul><li>A place becomes home when you can relax there </li></ul><ul><li>Homework centre </li></ul><ul><li>Special occasions for Pasifika hosted in the Library </li></ul><ul><li>Parent involvement </li></ul><ul><li>How do you create an atmosphere that draws Pasifika students? </li></ul>
    63. 64. O pportunity for involvement <ul><li>As Student Librarians </li></ul><ul><li>Responsibility for Pasifika collection, displays </li></ul><ul><li>Pasifika teacher involvement with the Library team, student librarians </li></ul><ul><li>Targeted activities </li></ul>
    64. 65. C ulture and language <ul><li>Knowing the students and their cultures </li></ul><ul><li>Resources in Pasifika languages, about Pasifika themes </li></ul><ul><li>Appropriate use of language in labelling </li></ul><ul><li>Sensitivity, eg pronunciation </li></ul><ul><li>Visibility </li></ul>
    65. 66. I nvolvement with the wider community <ul><li>Pasifika teachers </li></ul><ul><li>Pasifika public librarians </li></ul><ul><li>Links with Pasifika community leaders </li></ul><ul><li>Pasifika parents </li></ul><ul><li>Pasifika events advertised (see Pasifika Online Community) </li></ul>
    66. 67. A esthetic and acoustic <ul><li>Appearance- what does a Pasifika home look like? </li></ul><ul><li>Architectural features </li></ul><ul><li>Layout and design </li></ul><ul><li>Art and displays </li></ul><ul><li>Labelling </li></ul><ul><li>Sound- voices and music </li></ul>Robertson Rd Mangere Koru Mangere Viscount, Mangere
    67. 68. L imits <ul><li>Being at home includes a sense of appropriateness- boundaries </li></ul><ul><li>Being responsible as well as comfortable </li></ul>
    68. 69. In your small groups <ul><li>What steps could you take to encourage Pasifika students to respond positively to the school library? (attitudes) </li></ul><ul><li>What other people/groups within/outside the school could you draw on to help make a difference? </li></ul><ul><li>What learning activities would you facilitate both in and beyond the school library that will enhance Pasifika student literacy and learning? </li></ul><ul><li>Draw up one priority action for each of Term 3 and 4, and another 2 for 2012 </li></ul>
    69. 70. <ul><li>Koe kia </li></ul>Tofa soifua Nofo a Aere ra Ni sa moce Olo la ni ‘ Bye Haere Ra
    70. 72. National Administration Guidelines (NAGs) <ul><li>NAG1(c) on the basis of good quality assessment information, identify students and groups of students : </li></ul><ul><li>who are not achieving; </li></ul><ul><li>who are at risk of not achieving; </li></ul><ul><li>who have special needs (including gifted and talented students); and </li></ul><ul><li>aspects of the curriculum which require particular attention ; </li></ul><ul><li>NAG2A (c) report in the board’s annual report on: </li></ul><ul><li>the numbers and proportions of students at, above, below or well below the standards, including by Māori, Pasifika and by gender (where this does not breach an individual’s privacy); and </li></ul><ul><li>how students are progressing against the standards as well as how they are achieving. </li></ul>
    71. 73. The National Education Goals (NEGs) <ul><li>NEG 1 </li></ul><ul><li>The highest standards of achievement, through programmes which enable all students to realise their full potential as individuals, and to develop the values needed to become full members of New Zealand's society. </li></ul><ul><li>NEG 2 </li></ul><ul><li>Equality of educational opportunity for all New Zealanders , by identifying and removing barriers to achievement. </li></ul><ul><li>NEG 10 </li></ul><ul><li>Respect for the diverse ethnic and cultural heritage of New Zealand people, with acknowledgment of the unique place of Māori, and New Zealand's role in the Pacific and as a member of the international community of nations. </li></ul><ul><li>  </li></ul>
    72. 74. 3. Strategies to encourage engagement with re sources <ul><li>Literacy </li></ul><ul><li>Information literacy </li></ul><ul><li>Discussion </li></ul>
    73. 75. 21 st century literacies and learning <ul><li>Inquiry approach- questions </li></ul><ul><li>The advantages of an inquiry approach </li></ul><ul><li>Topics and themes </li></ul>
    74. 76. 4. Interactive session: <ul><li>An example- Sorry Samoa (Level 1 NCEA/ Level 5) </li></ul><ul><li>Working for your school </li></ul><ul><li>Locate resources for a unit you/ your school have planned </li></ul>
    75. 77. Sorry Samoa The background to Helen Clark’s apology, June 2002 Using Digital Resources to put Pacific Islands Culture and Heritage into the curriculum
    76. 78. Interactive session <ul><li>Take a unit of work envisaged for your school: </li></ul><ul><ul><li>Suggestions: </li></ul></ul><ul><ul><li>Picture books/ Poetry/ </li></ul></ul><ul><ul><li>Myths and legends </li></ul></ul><ul><ul><li>A Social Studies theme in the Pacific Islands or immigration </li></ul></ul><ul><ul><li>A historical event, eg Nuclear testing, War in the Pacific </li></ul></ul><ul><li>Locate resources- print and digital- to support the unit </li></ul><ul><li>Explore- think about access issues on school computers and how they could be used to develop interest. </li></ul>
    77. 80. Information for educators <ul><li>Team Solutions Pasifika advisers: http://www.education.auckland.ac.nz/uoa/home/about/pasifika-at-the-faculty/pasifika-staff </li></ul>
    78. 81. Providing for excellence <ul><li>Quality teaching and school structures are vital: a good teacher (or librarian) is a good teacher (or librarian) for Pasifika students as long as there is: </li></ul><ul><li>Empathy, understanding, good relationships and involvement </li></ul><ul><li>Understanding of the cultures </li></ul><ul><li>High expectations and firm boundaries </li></ul><ul><li>Positive reinforcement and support </li></ul><ul><li>Appropriate learning environments conducive to learning </li></ul><ul><li>Encouragement and support for students to understand learning processes and use effective learning tools in order to become independent learners </li></ul>
    79. 82. NZETC- N Z Electronic Text Centre http://www.nzetc.org/ <ul><li>Arts and Crafts of the Cook Islands </li></ul><ul><li>Collected songs and legends from the southern Cook Islands </li></ul><ul><li>Old Samoa by  John B. Stair </li></ul><ul><li>The Material Culture of the Cook Islands ( Aitutaki ) by  Te  Rangi   Hiroa </li></ul><ul><li>The Fijians: A Study of the Decay of Custom by  Basil Thomson </li></ul><ul><li>Polynesian Researches by  Ellis, William </li></ul><ul><li>An Introduction to Polynesian Anthropology by  Te  Rangi   Hiroa </li></ul><ul><li>Vikings of the Sunrise by  Te  Rangi   Hiroa  (Sir Peter Henry Buck) </li></ul><ul><li>An Account of Samoan History up to 1918 by  Te'o   Tuvale </li></ul>
    80. 83. Engagement with Publisher and Supplier <ul><li>Mary Hooker, South Pacific Books, now part of Wheelers Books </li></ul><ul><li>Evotia Tamua, Little Island Press, at Wheelers Books </li></ul><ul><li>Rachael Crowhen, The Book Hut </li></ul><ul><li>Our questions </li></ul><ul><li>Answers </li></ul><ul><li>Discussion </li></ul><ul><li>Follow up </li></ul>
    81. 84. Pasifika Students’ Resource Needs, Interests and Attitudes <ul><li>Focus- on Pasifika students’ learning </li></ul><ul><li>Are their learning needs different from those of others? If so, what are they? </li></ul><ul><li>Do they have interests and attitudes that are unique and distinct? If so, what are they? </li></ul><ul><li>What principles do we need to take into account when we provide for their learning– and other- needs? </li></ul>
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