The What, Who, Why and How of Building an iCentre: Part 2


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Part 2 of the webinar series on 'The what, who, why and how of building an iCentre'. Presented Wednesday, August 31, 2011 8:00 - 9:00 PM AEST.

This webinar takes participants through the design and planning phases of building an iCentre in schools. It outlines the range of programs and services provided by an iCentre (the WHAT); presents a range of configurations for an iCentre team including staffing formulas and role statements (the WHO); provides a rationale for establishing an iCentre (the WHY); and presents a blueprint for developing an iCentre (the HOW).

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  • Part 2 of the webinar series on 'The what, who, why and how of building an iCentre'. Presented Wednesday, August 31, 2011 8:00 - 9:00 PM AEST.

    This webinar takes participants through the design and planning phases of building an iCentre in schools. It outlines the range of programs and services provided by an iCentre (the WHAT); presents a range of configurations for an iCentre team including staffing formulas and role statements (the WHO); provides a rationale for establishing an iCentre (the WHY); and presents a blueprint for developing an iCentre (the HOW).

    This webinar series assists participants in putting the iCentre concept into practice.

    In particular Part 2 explores the staffing configurations and roles within an iCentre and examines some pedagogical models and change management models a school may employ when planning for and implementing an iCentre approach in their school.

    Further details can be found at
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  • An iCentre is an:information-technology-learning hubhigh-end multimedia production facilitytechnology engine of a networked school large, flexible learning space based on fluid design principles layout will look different on a daily basis
  • This is an example of one new iCentre built in Australia. St Stephens College, Oxenford, Queensland. Photo courtesy of Ross Todd, FacebookThe BER funding initiative has certainly assisted schools in re-engineering school libraries. However an iCentre is more than that because it is designed to:provide learning design to support change in pedagogical practicelead in the development, implementation & evaluation of a cross-curricula digital citizenship programprovide information leadership in terms of informed policy development that supports technology access and instruction, rather than a ‘banning before thinking’ approachmanage the school’s research program through evidence-based practice, action research, data-driven policy, sustainability.
  • St Stephens College, Oxenford, Queensland. Photo courtesy of Ross Todd, FacebookiCentre approach allows:technical-admin aspects of technology are secondary to learning agendainformation, technology, curriculum & e-learning staff are ‘blended’convergence allows strategic conversations
  • It is essential that your school community expects the iCentre to provide ‘something more’ than what you have traditionally provided as a school library.The core business of an iCentreinvolves:a qualified team of information, technology and learning expertsstrategic and operational functionality driven by an integrated team approachprovides programs and services to support 21st century learnersrelevant, flexible, 24/7, customised services in school, at home, ‘learning on the run’pedagogy is central to all decision-making, policy and practicecustomised support for students, teachers, administrators, parents From Maureen Twomey – plans for building an iCentre:“We are going to relocate the ICLT Coordinator's office to the iCentre and we are establishing an iHelp centre in the iCentre for assistance with technical issues for students and staff with laptops. We have a group of about 30 students across Year 8-12 who will be upskilled to deal with tech issues.” (personal email, November 2010)
  • Note in a larger high school or K-12 school your iCentre team could be quite large, but this team would need to have some kind of leadership group or Committee structure to lead and manage the overall machinations of the larger team.Remember, no matter what the make up of the iCentre team or Committee, when hosting meetings you should consider the provision of open meetings to allow any members of the School community to sit in on meetings. They may not have voting privileges or the like but an iCentre team needs to always be open to feedback, input, opinion from the broader community to inform its decision making.
  • Check out this infographic on what Internet and social network exchanges occur every 60 seconds, this illustrates the complexity for users of social media.An iCentre team need to help students become “Competent sculpteurs of their own communication” through their devices. And what about the teaching staff? How many teachers do you know that are competent sculpteurs of the Web 2.0 environment and are maximising the affordances and connectedness of mobile devices?
  • In Ross Todd’s recent keynote at the IASL Conference he argued that traditionally the work of TLs “celebrates the ‘found’; rather than the understood” and we need to go beyond finding stuff. While I agree, I can see that we do need to build capacity in our students and staff in the power of persistent search and to become masters of their own curation. The information specialist members of an iCentre (such as teacher librarians) can play a leadership role in building a culture of curation in your school.
  • Teachers need to develop the capacity to ‘re-invent’ themselves within the Web 2.0 paradigm, and beyond with Web 3.0 and more. Gauntlett’s (2010) shift from ‘sit-back and be told culture’ to a ‘making & doing culture’ needs to becoming part of the professional learning agenda in schools. See Gauntlett’s website have found this mentoring and modelling approach assists teachers retraining as TLs to be able to initiate this same ‘making & doing culture’ within their school. Note professional development does not just occur at seminars, school PD days, face-2-face or online conferences – Web 2.0 & mobile devices/cell phones now provide daily, even minute-to-minute PD using Twitter, Facebook and the like, and an iCentre team needs to be leading this new professional learning agenda in their school.“I can’t imagine how I learned ANYTHING without my Google Reader access to blogs and wikis” Uni of Alberta TL Masters student comment after completing UofA’s social networking course. Great example of disruptive technologies empowering learning.
  • Questions generated as a result of Webinar series Part 1:Who should be on the iCentre team? What evidence is there that supports an iCentre approach?Are there examples of functioning iCentres? Who have been the early adopters? What did they have to consider to make the change? What has been the response of administration and staff? While I can answer some of these questions in part, in terms of documenting individual school’s iCentre journeys, we are not even a year into the implementation of the iCentre approach.As a result of Part 1 of this iCentre webinar series I was also asked to provide some advice on change management and innovation models to assist schools in the planning and implementation phases of building an iCentre.
  • SeeMishra, P. & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054. Retrieved from
  • There are many theories about how to "do" change. Many originate with leadership and change management guru, John Kotter. A professor at Harvard Business School and world‐renowned change expert, Kotter introduced his eight‐step change process in his 1995 book, "Leading Change.“A summary is available at
  • The Concerns-Based Adoption Model, or CBAM, is a conceptual framework that describes, explains, and predicts probable teacher concerns and behaviors throughout the school change process. The model (and other developmental models of its type) holds that people considering and experiencing change evolve in the kinds of questions they ask and in their use of whatever the change is. In general, early questions are more self-oriented: What is it? and How will it affect me? When these questions are resolved, questions emerge that are more task-oriented: How do I do it? How can I use these materials efficiently? How can I organize myself? and Why is it taking so much time? Finally, when self- and task concerns are largely resolved, the individual can focus on impact. Educators ask: Is this change working for students? and Is there something that will work even better?
  • The dimension of CBAM can be used to examine the components of an innovations, to track the progress of implementation, to report the findings objectively (which is important when you are dealing with an innovation that affects people personally in terms of the affective domain), and to design interventions or strategies that will move the process forward. These tools are also useful in helping to measure the implementation of specific reforms. CBAM gives people a set of lenses through which to view and understand the change process.The CBAM model stresses that change is a process not just an event, that change is a personal experience and understanding this personal side of the change process is essential if you wish the change process to be successful. The Southwest Educational Development Laboratory, now known as SEDL have their own YouTube channel hosting a number of short videos on school reform and curriculum change.
  • The CBAM model uses a Stages of Concern questionnaire to help identify the concerns staff are having during the implementation process of an innovation.CBAM provides a set of concern interventions for each of these 7 stages. A first step in using concerns to guide interventions is to know what concerns the individuals have, especially their most intense concerns, and then the second step is to deliver interventions that might respond to those concerns.A handout detailing SEDL’s set of concern interventions is available at
  • This table shows the Typical Behaviors that occur at each Levels of Use of an Innovation. So CBAM helps you map the journeys of individuals through the change process. Interviews with individuals are used to collect data about where each staff member is at in terms of following through with an innovation. This mapping allows those facilitating the change to best manage and meet the needs of the individual. The idea being that you are looking for areas that require further support, or aspects of your implementation process that need to be improved to gain the best outcome or results. Note this model is based on the collection of data, ie. information and consultation, ie. having meaningful, sustained, ongoing conversations that are constructive and supportive.
  • This articleon the Human Resources blog, called, challenges our thinking in terms of change management models.Cycles of change are different todayHowever, what we see today in our Leadership Pulse research and client work suggests that these grief-based models are not appropriate 50 years later. Today, the cycles of change have escalated; there is no “relief” time between change events because business continues to speed up.Leaders, managers, and employees need to keep up with the frantic pace of business. Today’s global organization does not have time for the long grief cycle-focused change management processes that the earlier models require. It is time for successful organizations to reinvent change management based on what is known about business in 2011.Today, things are different:Change is constant.Change needs to be embraced not mourned.Resilient employees who know how to make change work for their own careers will embrace change and thrive with new change making skills.It is critical to learn how to develop organizational and employee resiliency.
  • Mal Lee states in his latest Scan article: “Broulee PS no longer has a traditional school library or teacher librarian. It has an iCentre, and an iCentre Coordinator, who is playing a leading role in developing a networked school community. It is most assuredly not a matter of semantics, but a fundamental role change.”
  • Mal Lee presents a set of lessons learned from the Broulee PS case study on the implementation of an iCentre approach within the school’s networked collaborative schooling model.
  • For those who are still in the planning stages of iCentrefacilities design, I suggest you also explore the designs of Ideas Stores in the UK which are a community-based facility which brings together public libraries, technology/digital learning services, and community learning commons.
  • What’s important here is to think beyond what a ‘school library’ might look like and explore other models of facilities design which has successfully achieved an information-technology-learning convergence of space, people and services.
  • The What, Who, Why and How of Building an iCentre: Part 2

    1. 1. The What, Who, Why and How of<br />Building<br />an<br />iCentre<br />Part 2<br />Lyn HaySchool of Information Studies,Charles Sturt University<br /> webinar31 August 2011<br /><br />
    2. 2.<br />
    3. 3.
    4. 4.
    5. 5. 'Chiara<br />iCentre: <br /> more <br /> than <br /> just a <br /> library'<br />Maureen Twomey, iCentre Coordinator, Assisi Catholic College, Upper Coomera, QLD<br />PLC’s 1 degree bar. Permission to use photo by Gary Green <br />
    6. 6. Potential iCentre team pool<br /><ul><li>Principal, deputy principal, assistant principal
    7. 7. Directors of Curriculum, IT, e-Learning, Library/Information Services, Pedagogy, Research
    8. 8. Head Teachers/Teaching Coordinators of curriculum, learning technologies, and Teacher Librarians
    9. 9. Interested, leading teachers, early adopters
    10. 10. Technical support staff – technology, library, administration </li></li></ul><li>Small primary school team<br /><ul><li>Principal
    11. 11. Teacher Librarian (0.8)  iCentre Coordinator
    12. 12. Teacher in-charge Computing/ Learning Technologies  Assistant Principal ICT</li></li></ul><li>Medium size high school team<br /><ul><li>e-Learning Leader  iCentre Coordinator
    13. 13. Teacher Librarian
    14. 14. Head Teacher ICT
    15. 15. Head Teacher Curriculum
    16. 16. 2 classroom teachers (early adopters) </li></li></ul><li>Large K-12 school Committee<br /><ul><li>Deputy Principal Curriculum  iCentre Coordinator
    17. 17. Head of Information Services & primary TL rep
    18. 18. Director IT
    19. 19. Director eLearning
    20. 20. Director Research
    21. 21. Leading Teacher Pedagogy
    22. 22. Leading Teacher Learning Technologies (Primary) </li></li></ul><li>We live in a multiformat, blended informational world<br /><ul><li>helping teachers become blended learning experts
    23. 23. pedagogy fuses the work of information, technology & learning specialists across the curriculum
    24. 24. strengthen the connection between home and school, and harness mobile connectivity</li></ul>Flickr:DavidOrtez<br />
    25. 25. Building digital citizenship capacities in staff & students<br /><br />
    26. 26. Power of persistent search<br />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...”<br /><ul><li>Google Alerts for searches
    27. 27. Google Reader as an aggregator
    28. 28. iPhone/iPad apps</li></li></ul><li>Web 2.0 requires a culture of playTeachers need to be fearless, playful, connected… empowered<br />
    29. 29. The HOW of buildingan iCentre<br />
    30. 30. Teacher as Creative Designers ofCurriculum<br />iCentre team works with teachers in the TPK, TCK, PCK intersectionsultimately leading to focus on TPACK <br />Mishra & Koehler, 2006<br />
    31. 31. Kotter's 8-Step Change Model<br />1: Create Urgency<br />2: Form a Powerful Coalition<br />3: Create a Vision for Change<br />4: Communicate the Vision<br />5: Remove Obstacles<br />6: Create Short-term Wins<br />7: Build on the Change<br />8: Anchor the Changes in School Culture<br /><br />
    32. 32. Concerns based adoption model<br />Three principal dimensions of CBAM:<br /><ul><li>Stages of concern seven stages of feelings and perceptions experienced in a change process
    33. 33. Levels of use eight behavioural profiles that describe actions occurring in the adoption of a change
    34. 34. Innovation configurations different ways an innovation can be implemented</li></li></ul><li>Based on Taking Charge of Change by Shirley M. Hord, William L. Rutherford, Leslie Huling-Austin, and Gene E. Hall.Published 1987, by Association for Supervision and Curriculum Development (ASCD).<br /><br />
    35. 35. Stages of Concern<br /><br />Hord, S. M., Rutherford, W., Huling, L., & Hall, G. E. (2004). Taking Charge of Change. Austin, TX: SEDL.<br />
    36. 36.
    37. 37.<br />
    38. 38. The HOWWhat we can learn fromone school’s iCentrejourney<br />
    39. 39. iCentre @ Broulee Primary School<br />“...what is noticeable is the speed and apparent ease with which the iCentre concept has beennormalised in networked school communities like<br />Assisi College on the Gold Coast and Broulee PS.”<br />Lee, M. (2011). The networked school community and Broulee Public School, Scan, 30(3), 24-31. <br />
    40. 40. <ul><li>integrates the work of the old library and ICT personnel
    41. 41. creates a core unit to support the teaching and use of digital technology within the school and community
    42. 42. handles the multi-way digital communications with the homes
    43. 43. provides relevant, targeted information services</li></li></ul><li>Lessons learnedfrom Broulee PS<br /><ul><li>shaping vision
    44. 44. collaboration
    45. 45. time
    46. 46. integration
    47. 47. budgetary implications
    48. 48. curriculum tensions
    49. 49. speed of change and its management
    50. 50. normalisation of iCentre operations
    51. 51. on-going evolution
    52. 52. potential disjunction</li></ul>iCentre @ Broulee Primary School<br />
    53. 53. Who else can we learn from?<br />
    54. 54.<br />
    55. 55. The What, Who, Why and How of<br />Building<br />an<br />iCentre<br />Part 2<br />Lyn HaySchool of Information Studies,Charles Sturt University<br /> webinar31 August 2011<br /><br />