Erica McWilliam

SLAQ/IASL Conference, Convention Centre, 30 September, 2010.
 Diversity Challenge Resilience: School Libr...
Email: sdawson@uow.edu.au
From                              To
Silent singular reader         Reading as a team sport
Reading for enlightenment     ...
Training, Sorting
  Credentialling
•
Size of this preview: 800 × 596
a place to congregate, talk, write, read,
Size of this preview: 789 × 599 pixels
•provider of pleasant and engaging spaces of
 interaction and self-managed learning

•arbiter of the affairs of the neighb...
Usefully ignorant

Seriously playful          (A)




Epistemologically agile

Team orientation

Ideas translator &broker
...
Complex
Complexity
Simple




             Short-term   Time   Long-term
Complexity




             Service provider            Procedures manager

             • Routines and habits       •Staf...
Crisis leader/manager              Innovative Leader

             All other quadrants +:             •Creative generative...
•demands knowledge of risk

•produces new risks for the
organisation

•hyper-rational and deeply pragmatic
logic

•‘self-s...
•intimate knowledge of the client-as-
portfolio;

•more informed about, more focused
on, and more likely to contribute to,...
•all service providers are to
engage in routine diagnosis,
classification, and treatment
decision-making;

•demands clarif...
•skills and dispositions that apply to new
ecologies for learning

•can be informed by from ‘lifelong
learning’ ecologies ...
Stupid optimist seeks the easy life
High standards or a high standard of standardness?
High standards or a high standard of standardness?
High standards or a high standard of standardness?
High standards or a high standard of standardness?
High standards or a high standard of standardness?
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High standards or a high standard of standardness?

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This presentation will explore the ways in which the professional dimensions of school librarianship are being challenged in Australia and elsewhere as we move into a second decade of a new century.

On the one hand, all who work in schools and support the learning of educational communities are being called to be innovators and collaborators in more open and fluid social learning networks. This demands, among other things, that we ‘unlearn’ many of our ‘standard’ educational practices, as well as our criteria for measuring them. On the other hand educators of all stripes find themselves working within an increasingly regulated, system and accountability-driven education environment.

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High standards or a high standard of standardness?

  1. 1. Erica McWilliam SLAQ/IASL Conference, Convention Centre, 30 September, 2010. Diversity Challenge Resilience: School Libraries in Action - The 12th Biennial School Library Association of Queensland, the 39th International Association of School Librarianship Annual Conference incorporating the 14th International Forum on Research in School Librarianship, Brisbane, QLD Australia, 27 September – 1 October 2010.
  2. 2. Email: sdawson@uow.edu.au
  3. 3. From To Silent singular reader Reading as a team sport Reading for enlightenment Reading for belonging Books Vooks Page-turning Key-tapping In-depth reading Power browsing Linear texts Linked fragments Single focus technologies Interruption technologies Oasis of bookish tranquility Space of digital interactivity
  4. 4. Training, Sorting Credentialling
  5. 5.
  6. 6. Size of this preview: 800 × 596
  7. 7. a place to congregate, talk, write, read, Size of this preview: 789 × 599 pixels
  8. 8. •provider of pleasant and engaging spaces of interaction and self-managed learning •arbiter of the affairs of the neighbourhood •broker of social relationships •assembler of newspapers and other learning materials •source of gossip •alert to ‘special needs’ of clients •business manager
  9. 9. Usefully ignorant Seriously playful (A) Epistemologically agile Team orientation Ideas translator &broker Technologically savvy
  10. 10. Complex Complexity Simple Short-term Time Long-term
  11. 11. Complexity Service provider Procedures manager • Routines and habits •Staff supervision •Template applications •Program leadership •Simple rules and •Higher credential procedures •Promotion •Repetition, memorisation •Wider responsibilities •Limited appraisal •Annual appraisal Time
  12. 12. Crisis leader/manager Innovative Leader All other quadrants +: •Creative generative thinker •Good judgment •Lead learner •Quick action •Ruthlessly curious •Sound monitoring •Calculated risk-taker •Capacity to adapt •Active networker complexity •Strategic alliances •Proactive team member •Creative broker Service provider Procedures manager • Routines and habits •Staff supervision •Template applications •Program leadership •Simple rules and •Higher credential procedures •Promotion •Repetition, memorisation •Wider responsibilities •Limited appraisal •Annual appraisal Time
  13. 13. •demands knowledge of risk •produces new risks for the organisation •hyper-rational and deeply pragmatic logic •‘self-scrutinising’ audit mechanisms •new organisational arrangements for monitoring performance Benchmarking activity
  14. 14. •intimate knowledge of the client-as- portfolio; •more informed about, more focused on, and more likely to contribute to, on-line information flow and the virtual information storage systems; •more adept at finding and using organisational systems; •more likely to invest professional self-development. An active enterprising human resource
  15. 15. •all service providers are to engage in routine diagnosis, classification, and treatment decision-making; •demands clarification of roles and responsibilities, attention to progression rates, timely response rates for internal and external review and evaluation etc; •a new visibility for quality “He’ll be ok – he’s just seen his claims. key performance indicators...”
  16. 16. •skills and dispositions that apply to new ecologies for learning •can be informed by from ‘lifelong learning’ ecologies from the past •coffee-house proprietors skills can be adapted as part of the repertoire of skills •generic’ risk management is often in tension with cultural shifts in learning •professional work as push-and-pull between compliance and risk-taking.
  17. 17. Stupid optimist seeks the easy life

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