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Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
Porto Keynote James
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Porto Keynote James

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James Henri, Oporto 2009

James Henri, Oporto 2009

Published in: Education, Technology
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  • 1. James Henri President: International Association of School Librarianship: iasl-online.org Director: yourschoollibrary.org
  • 2. <ul><li>They are the same issues they have faced for the past decade and longer. They just seem to be getting tougher. </li></ul><ul><li>A major problem is the disconnection between school and the rest of living. </li></ul><ul><li>Schools are a problem! </li></ul>James Henri 2009
  • 3. <ul><li>Teachers and their teaching </li></ul><ul><li>Textbooks and Curriculum </li></ul><ul><li>Testing as a measure of learning </li></ul><ul><li>Add-on technology </li></ul><ul><li>Building design </li></ul>James Henri 2009
  • 4. Teacher as emperor James Henri 2009
  • 5. James Henri 2009
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  • 7. James Henri 2009
  • 8. <ul><li>What are the words you think of when the idea of a railway pops into your mind? </li></ul>James Henri 2009
  • 9. <ul><li>Know where its going </li></ul><ul><li>Dependable </li></ul><ul><li>Comfortable </li></ul><ul><li>Runs to a tight timetable </li></ul><ul><li>Meets a set of standards </li></ul><ul><li>Infrastructure </li></ul>James Henri 2009
  • 10. <ul><li>Why are schools designed like a set of railway lines? </li></ul><ul><li>Why are schools designed around classrooms? </li></ul><ul><li>Why do schools have fixed Time Tables? </li></ul><ul><li>Why are curriculums based on Subjects </li></ul><ul><li>Why are students grouped by age? </li></ul>James Henri 2009
  • 11. <ul><li>Because this makes life easier for Teachers </li></ul><ul><li>BUT </li></ul><ul><li>It can make school very, very, very, boring for learners </li></ul>James Henri 2009
  • 12. <ul><li>Inevitably leads to teaching to the test. </li></ul><ul><li>Disregards the learner. </li></ul><ul><li>Is rarely authentic. </li></ul><ul><li>Rarely takes account of learning style. </li></ul><ul><li>Tends to be competitive rather than collaborative. </li></ul>James Henri 2009
  • 13. <ul><li>Typified by isolated laboratories which isolates the technology from the learning. </li></ul>James Henri 2009
  • 14. <ul><li>Technology is not changing teacher practice. </li></ul>James Henri 2009
  • 15. <ul><li>If you wanted to make children’s lives uninteresting you would put them into a school for as long as possible. </li></ul><ul><li>I’m thinking of uncomfortable chairs, tightly packed classrooms, lack of privacy, little connection to the ‘real world’. </li></ul>James Henri 2009
  • 16. <ul><li>Teachers are isolated in their own spaces and this means that they don’t learn from each other and they rely on trusted tools and methods. </li></ul><ul><li>Who is teaching the teachers? </li></ul>James Henri 2009
  • 17. <ul><li>Student centred learning </li></ul><ul><li>Learners making information </li></ul><ul><li>Good School Libraries </li></ul><ul><li>Teachers who are learners </li></ul><ul><li>Technology coming to the learner (immersion) </li></ul><ul><li>School inside a library </li></ul>James Henri 2009
  • 18. Teacher as facilitator James Henri 2009
  • 19. <ul><li>It is not about Teaching!!!! </li></ul><ul><li>Once we place the student at the centre we change everything. </li></ul>James Henri 2009
  • 20. James Henri 2009
  • 21. <ul><li>And they need to be able to make their own information and to have confidence in it. </li></ul>James Henri 2009
  • 22. <ul><li>Include: </li></ul><ul><li>On demand access to the school community </li></ul><ul><li>Links to the classroom and to teachers </li></ul><ul><li>Connection to the curriculum (cf D. Loertscher) </li></ul><ul><li>Integration to school mission and (information) policies </li></ul><ul><li>And…. </li></ul><ul><li>And…. </li></ul>James Henri 2009
  • 23. <ul><li>See: </li></ul><ul><li>http://www.edcollab.org/LibraryMedia/Collaboration/sld007.htm </li></ul><ul><li>http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/editorschoiceb/infopower/selectputnam.cfm </li></ul>James Henri 2009
  • 24. <ul><li>School librarians must shift their focus from students to teachers. </li></ul><ul><li>Only when teachers are information literate will they understand the information needs of the learners. </li></ul>James Henri 2009
  • 25. <ul><li>It’s a digital world…BUT… </li></ul>James Henri 2009
  • 26. <ul><li>These create images of…. </li></ul>James Henri 2009
  • 27. <ul><li>Networking </li></ul><ul><li>Person centred activity </li></ul><ul><li>Just in time activity </li></ul><ul><li>Making learning </li></ul><ul><li>Point towards a flexible future </li></ul>James Henri 2009
  • 28. <ul><li>Open and flexible spaces </li></ul><ul><li>Students and teachers exploring together </li></ul><ul><li>Information rich and information articulate </li></ul>James Henri 2009
  • 29. <ul><li>Question: What does your school think about information? </li></ul>James Henri 2009
  • 30. <ul><li>Old: Library in school </li></ul><ul><li>New: School in library </li></ul>James Henri 2009
  • 31. <ul><li>Collections </li></ul><ul><li>Laboratories </li></ul><ul><li>It is not what you have but how you use it. </li></ul>James Henri 2009
  • 32. <ul><li>The library space must be comfortable and attractive. </li></ul><ul><li>Reading must be something children and adults WANT to do. It must not be seen as WORK. </li></ul><ul><li>Testing reading makes reading the enemy. </li></ul>James Henri 2009
  • 33. <ul><li>Technology must be incorporated into all elements of learning. This will enable students to make their own knowledge. </li></ul><ul><li>Students can teach the teachers. </li></ul>James Henri 2009
  • 34. <ul><li>Photocopy learning is no more than a parrot talking </li></ul><ul><li>Understanding how information works, and knowing how to make information, is at the heart of good learning </li></ul>James Henri 2009
  • 35. <ul><li>After three lessons I know the Thoughts of Chairman Mao by heart. What have I learned? </li></ul><ul><li>My mother tells me I must do well at school. What have I learned? </li></ul><ul><li>I have watched the news every night for a month. What have I learned? </li></ul><ul><li>I completed a project on the 2008 Olympic Games. What have I learned? </li></ul>James Henri 2009
  • 36. A question of: ENGAGEMENT James Henri 2009
  • 37. A question of: EVIDENCE James Henri 2009
  • 38. A question of: CONNECTION Nutrition Pollution Transportation Mathematics Culture James Henri 2009
  • 39. James Henri 2009
  • 40. <ul><li>A school community that places a high priority (policy, benchmarking, funding, and evaluation) on the pursuit of teacher and student mastery of the processes of becoming informed can be regarded as an information literate school community’. </li></ul>James Henri 2009
  • 41. <ul><li>mastery of the processes of becoming informed encompasses the ability to: </li></ul><ul><li>• recognise the need for information; </li></ul><ul><li>• solve problems and develop ideas; </li></ul><ul><li>• pose important questions; </li></ul><ul><li>• use a variety of data gathering strategies; </li></ul><ul><li>• locate relevant and appropriate data; </li></ul><ul><li>• assess data for quality, authority, accuracy, authenticity; and </li></ul><ul><li>• acknowledge that uncertainty is an essential part of becoming informed. </li></ul>James Henri 2009
  • 42. <ul><li>Schools must be for LLL (Life Long Learning) </li></ul><ul><li>And must not be for SLL (School Long Learning) </li></ul>James Henri 2009
  • 43. <ul><li>Learning can be connected with reality as we know it right now. </li></ul><ul><li>Learning can draw on the best fiction available so as to encourage imagination and enquiry. </li></ul>James Henri 2009
  • 44. <ul><li>Learning is about Questions. </li></ul><ul><li>Knowledge is about Answers. </li></ul>James Henri 2009
  • 45. <ul><li>What does your library think of school? </li></ul>James Henri 2009
  • 46. <ul><li>Management </li></ul><ul><li>Teaching </li></ul><ul><li>Services </li></ul><ul><li>Collections </li></ul><ul><li>Web presence </li></ul><ul><li>Leadership </li></ul><ul><li>Knowledge management </li></ul><ul><li>Policy </li></ul><ul><li>Curriculum development </li></ul><ul><li>Reading/Children’s literature </li></ul>James Henri 2009
  • 47. <ul><li>Working with the principal and school leadership </li></ul><ul><li>Putting policy before personality </li></ul><ul><li>Looking after the teachers </li></ul><ul><li>Doing what others can not </li></ul><ul><li>Giving up what others can do. </li></ul>James Henri 2009
  • 48. <ul><li>Farmer, L., &amp; Henri, J. (2007). Information literacy assessment in K-12 Settings . Lanham, Maryland: Scarecrow press. http://url.ie/zuo </li></ul><ul><li>Henri, J., &amp; Asselin, M. (2005). Leadership Issues in the Information Literate School Community . Westport, CT: Libraries Unlimited. http://url.ie/zup </li></ul><ul><li>Henri, J., &amp; Boyd, S. (2003). “Teacher Librarian Influence: Principal and Teacher Librarian Perspective”. School Libraries Worldwide , 8(2), 1-18. </li></ul><ul><li>Henri, J., Hay, L., &amp; Oberg, D. (2002). The School Library-Principal Relationship: Guidelines for Research and Practice . The Hague: IFLA. http://url.ie/zuq </li></ul>James Henri 2009
  • 49. <ul><li>Model of the Information Search Process </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>Tasks Initiation Selection Exploration Formulation Collection Presentation </li></ul><ul><li>Feelings uncertainly optimism confusion clarity sense of satisfaction or </li></ul><ul><li>(affective) frustration direction/ disappointment </li></ul><ul><li> doubt confidence </li></ul><ul><li>Thoughts vague focused </li></ul><ul><li>(cognitive) increased interest </li></ul><ul><li>Actions seeking relevant information seeking pertinent information </li></ul><ul><li>(physical) </li></ul><ul><li> exploring documenting </li></ul><ul><li>Source: http://www.scils.rutgers.edu/~kuhlthau/Information%20Search%20Process_files/frame.htm </li></ul>James Henri 2009

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