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Keynote Address, Sydney CEO TL Conference

'Converging the Parallels', Primary & Secondary Teacher Librarian, Cross Regional Conference.
Presented on Friday 10 September 2010. Conference held at The Terry Keogh Conference Centre, CEO Southern Region, Revesby (Sydney).

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Keynote Address, Sydney CEO TL Conference

  1. 1. Converging the Parallels 21C Teacher Librarian: rethink, rebuild & re-brand LYNof HAY Studies School Information Keynote Address Charles Sturt University Sydney CEO Primary & Secondary TL Conference, 10 September 2010
  2. 2. Photo: ‘School Library, circa 1978’, April 10, 2007. Permission by Johnjron1
  3. 3. Photo: ‘A colourful and vibrant library’, October 13, 2008 by KYD Adviser,
  4. 4. Generational change “…is radical change that occurs in an organisation or a population as a result of its members being replaced over time by other individuals with different values or other characteristics.”
  5. 5. Generational change “…generally presents both a real and a perceived crisis. In an organisation, the unspoken cultural values held by the longer serving members may be challenged, threatened or abandoned by newer members. In an ecological system, generational change of the representatives of one species may threaten the survival of other species.”
  6. 6. Digital reshift
  7. 7. Christopher Harris, Crisis Webinar slide 2, April 19, 2010
  8. 8. Christopher Harris, Crisis Webinar slide 3, April 19, 2010
  9. 9. Harris’s 4 scary thoughts  Cuts will happen  Don’t be an easy target  It’s probably too late now  Increased student achievement Christopher Harris, Crisis Webinar slide 11, April 19, 2010
  10. 10. What do you want your school library to look like? WHAT DO YOU WANT YOUR SCHOOL LIBRARY TO DO?
  11. 11. Photo: ‘Take a Detour’ May 17, 2009 / CC BY 2.0
  12. 12. Building a vision based on research and best practice TL PRACTICE MUST = LOCAL ACTIONS LOCAL OUTCOMES LOCAL EVIDENCE
  13. 13. How students’ needs can inform your vision... Students predicted the digital reshift in Student Learning through Australian School Libraries study (Hay, 2004-6)
  14. 14. “Flexible access to computers, printers, internet and other resources, including teaching expertise, before school and at non class times is valued highly by students, and they link their academic success to such support.” (Hay 2006b) Photo: ‘RFID loan station’, March 11, 2010. Permission by heyjudegallery e/4423931008/
  15. 15. “Loved this learning space. There are two or three elementary classes in the rounded area of the library at the Hong Kong International School. Students are seated on tiers together with their teachers, listening to an expert speaker teach them using a mobile interactive white board. The rounded area is surrounded by computer desktops for student use. ” Photo: ‘Classes in the library learning space’, September 30, 2009 by annemirtschin
  16. 16. Photo: November 9, 2009, msannakoval
  17. 17. Photo: ‘Project in the library’, February 2, 2009. Permission by PegBecks
  18. 18. We’ve learnt about how the author can use different words to make the story interesting … how the illustrator has used colour and put expressions on the animals’ faces to help us while reading. (Yr 2 ) We love using the [IWB] because it makes it easier for us to read the emails together . (Yr 2) NSWDET Possum magic book rap mail list, (2007) Photo: ‘question quilt 1’, September 15, 2008, by purple.glasses
  19. 19. School library as production facility  <10% of all ICT statements mentioned school library assistance with the creation of Powerpoint presentations!!  assistance in designing/constructing webpages  access to a range of presentation software to complete projects  demonstrated significant involvement of TL (in this study) in the Organising & Presenting phases of the information process  students without Internet access@home find access to printer facilities essential  value the school library’s ‘just-in-time’ help  the place to get help when having an ‘ICT crisis’
  20. 20. Photo: ‘Teacher planning’, August 27, 2009 by Barrett Web Coordinator / CC BY-NC-SA 2.0
  21. 21. Thinking beyond the physical Photo: ‘Hardwired desktop computers, on March 11, 2010. Permission by heyjudegallery
  22. 22. Five Key Trends - Technology Drivers of Technology Adoption  Technology is increasingly becoming a means of empowering students both as a means of communication and of socializing  Technology continues to profoundly affect the way we work, collaborate, communicate, and succeed  The perceived value of innovation and creativity is increasing  Increased interest in just-in-time alternate, or non-formal avenues of education such as online learning, mentoring, and independent study  The way we think of learning environments is changing Horizon 2010 K-12 Edition (New Media Consortium) Also refer to 21st Century Principal post
  23. 23. Taking advantage of the new & emerging tools “We can take advantage of the features that new tools offer… tap into students’ natural affinity for these tools… to create learning experiences that expand their worldview and enhance what they learn… the features are interconnectedness, immediacy, interactivity, communications, and community. These are the very features that keep the global business competitive and workers in jobs.” Solomon & Schrum (2007) Web 2.0: New tools, new schools, p.24
  24. 24. What the research tells us  the information literacy of young people has not improved with the widening access to technology  the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority  young people have a poor understanding of their information needs, thus find it difficult to develop effective search strategies Rowlands & Nicholas 2008, Google Gen Report p.12
  25. 25. What the research tells us  that students lack information ethics skills and understandings  young people are very willing to reveal personal information to friends on SNSs with little regard that strangers see this info as well  Young people desire privacy from their parents and teachers –get out of MySpace!!  corporations are investing in text-recognition software to search SNSs as part of recruitment process  curriculum on information ethics is rarely formalised, taught in a piecemeal fashion (if at all!) (Refer to Acquisti & Gross 2006; Boyd 2007; Green & Hannan 2007)
  26. 26. The Immersive Internet (slide 3) from: Atkinson, T. (2010). Metaverse: A Convergence of Realities. [Keynote Address] The Future is Now: Libraries and Museums in Virtual Worlds Conference, Second Life, 5-6 March. Retrieved from
  27. 27.
  28. 28. As digital citizens, children are now beginning to develop their own personal technology toolkit at a young age…
  29. 29. School libraries as functional, flexible & responsive learning laboratories a dynamic and unique place individualised & customised attention at the point-of-need (Hay 2006b)
  30. 30. School libraries and the home- school nexus 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.
  31. 31. ...the school library
  32. 32. Enter... the iCentre concept
  33. 33. iCentre is a solution to the digital reshift Christopher Harris, Crisis Webinar slide 3, April 19, 2010
  34. 34. CSIRO Australia Report Our Future World: An analysis of global trends, shocks and scenarios (April 2010) Hajkowicz, S., Moody, J., & CSIRO. (2010). Our Future World: An analysis of global trends, shocks and scenarios. Retrieved from
  35. 35. Core business of an iCentre  inquiry learning, immersive learning  information fluency transliteracy  explicit instruction  pedagogical fusion – integrating & aligning information, technology, people, instruction  customised ‘i’ support for students, teachers, school administrators & parents  learning innovation  information leadership  development of students as independent, informed digital citizens (Hay, 2010b)
  36. 36.
  37. 37. Transliteracy “Transliteracy is the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks... it offers a wider analysis of reading, writing and interacting across a range of platforms, tools, media and cultures, transliteracy does not replace, but rather contains, ‘media literacy’ and also ‘digital literacy’.”
  38. 38. Learning in an iCentre Students actively engage with diverse and often conflicting sources of information and ideas to discover new ones, to build new understandings, and to develop personal viewpoints and perspectives. KNOWLEDGE OUTCOME -------------------------------------------------------------- It is underpinned by stimulating encounters with information – encounters which capture their interest and attention, and which motivate and direct their ongoing inquiry. INFORMATION FOUNDATION (Todd 2008, slide 6)
  39. 39. iCentre as centre of inquiry learning  where students find and use a variety of sources of information and ideas to increase their understanding of a problem, topic or issue  requires more than simply answering questions or getting a right answer  espouses investigation, exploration, search, quest, research, pursuit and study  inquiry does not stand alone; it engages, interests and challenges students to connect their world within the curriculum (Kuhlthau, Caspari & Maniotes 2007, p.2).
  40. 40. Guided inquiry is core business of an iCentre “... is carefully planned, closely supervised targeted intervention(s )of an instructional team of school librarians and teachers to guide students through curriculum based inquiry units that build deep knowledge and deep understanding of a curriculum topic, and gradually lead towards independent learning.” CISSL, Guided Inquiry (2009)
  41. 41. The emotional rollercoaster  Very distinctive ebb and flow of emotions following the demands of the research process  Constuctivist approach to learning: staged, guided  Students are not ‘abandoned’ in the research process  Focus on deep learning, competence, mastery, and self empowerment
  42. 42. Pedagogical fusion  opportunity for learning teams – teacher, TL, student – negotiating the curriculum  customised authentic learning – individual needs diagnosed, information & technology at fingertips  infrastructure to support informed technology use & effective learning through information at school & home  opportunities for ‘teachable moments’ re technology use, information ethics, higher order thinking skills and knowledge construction – anytime, anyplace, anywhere, anyhow. (Hay 2010, p.153)
  43. 43. Principal of a school with an iCentre
  44. 44. Digital Citizenship is central to your role
  45. 45. AASL standards for 21st century learners is available for download at
  46. 46.
  47. 47. Policies that support, not ban
  48. 48. Your role in an iCentre  Advocate for access to Web2.0, lead with a pedagogical agenda against those technical blockers– don’t give up!  Provide your principal with the information they need to make informed decisions about Web 2.0 use in your school  Work with your school to build a greater understanding of information policy issues that impact on the daily life of teachers & students, eg. students’ online safety, cyberbullying, privacy, IP and copyright, plagiarism, emerging technologies  Educate parents about potentials and perils of Web 2.0  Become in-house researchers of learning in your school
  49. 49. Your role in an iCentre  The use of Web 2.0 technologies is all about information… and you are the school’s information specialist!  They are online communication and workgroup tools… for the majority access to these is free and connection is 24/7  Students & teachers can have anytime, anywhere access to projects, assignments & ‘learning or construction spaces’, eg. Google Apps for Education  Use sites like SchoolTube, which support collaboration and teach responsible use of sharing video  VoiceThread, allows users to post files, such as images or documents, and make verbal or text comments about each posted file, even Yr 1s can use VoiceThread !!
  50. 50. Your role in an iCentre  Blogging, Voicethread, Shelfari to encourage literary learning  Teacher-TL collaboration on student blogging project  Wiki as school library website + Google doc, Prezi plug ins  Prezi as library research pathfinder, Delicious topic pools  Facebook and Twitter for library announcements/news  Flickr for resourcing, ideas and projects:  Library of Congress, NLA’s Picture Australia, Getty Images, do this search  Library Spaces 2.0, Library Signage, Read Posters  Art galleries,  Local projects, history, tourism
  51. 51. Your role in an iCentre  Create timelines of events with Dipity, eg. Right whales, Haiti earthquake  Brainstorm using Wallwisher  Create word stories & maps, tag clouds, banners, logos using Wordle  Explore the potential of immersive virtual worlds such as Whyville (for teachers), Neopets, Club Penguin, Second Life (for field trips using teacher avatar)  Build your own PLN – blogs, nings, Twitter, Facebook, LinkedIn (Try following,,,
  52. 52. Your role in an iResearcher If you use blogs, wikis, del.ic.ious, MySpace, Facebook, RSS, web video creation & hosting tools, podcasting, online gaming or 3D virtual worlds with students… we need you!! With a curriculum unit using Web 2.0 tools include:  a basic research proposal  research questions – what aspects of what you are doing do you want to examine and document? Focus on knowledge construction and deep learning – not search, copy-paste, present  determine data to collect, and how to analyse it  share your findings in school, systems (esp. in ‘think before you ban’ systems) , publish in professional journals, present at conferences  become part of action research teams
  53. 53. Converging the Parallels Think iCentre It’s time to rethink, rebuild & re-brand LYN HAY Keynote Address Sydney CEO Primary & Secondary School of Information Studies TL Conference, 10 September 2010 Charles Sturt University
  54. 54. References Acquisti, A. & Gross, R. (2006). Imagined communities: Awareness, information sharing, and privacy on Facebook. In Privacy enhancing technologies, Berlin: Springer-Verlag, pp.36-58. boyd, danah. (2007). Why youth (heart) social network sites: The role of networked publics in teenage social life. In David Buckingham (ed.). MacArthur Foundation series on digital learning – Youth, identity, and digital media volume. MIT Press, Cambridge, MA. Retrieved from Gillard, J. (2009). Building the Education Revolution: Primary schools for the 21st Century. P21 Round Two factsheet. Retrieved from Green, H. & Hannon, C. (2007). Their Space: Education for a digital generation (Young people are spending their time in a space which adults find difficult to supervise or understand...). Retrieved from Hay, L. (2006a). Student learning through Australian school libraries. Part 2: What students define and value as school library support. [Refereed]. Synergy, 4(2), 27-38. Retrieved from Hay, L. (2006b). School libraries as flexible and dynamic learning laboratories… that’s what Aussie kids want. [Refereed]. Scan, 25(2), 18-27. 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. Hay, L. (2010b). School library evolution, or generational change at the speed of light? [Keynote Address]. Library Evolution, MANTLE Conference, Newcastle, NSW, 7 May. Hay, L., & Todd, R. (2010). School libraries 21C: The conversation begins. [Refereed]. Scan, 29(1), 30-42. Retrieved from Johnson, L., Smith, R., Levine, A., & Haywood, K. (2010). The 2010 Horizon Report: K-12 Edition. Report-K12.pdf Kuhlthau, C. C., Caspari, A. K., & Maniotes, L. K. (2007). Guided inquiry: Learning in the 21st century. Westport, Conn.: Libraries Unlimited. Rowlands, I., & Nicholas, D. (2008). Information behaviour of the researcher of the future. A CIBER Briefing Paper. Commissioned by British Library & Joint Information Systems Committee, London (UCL). Retrieved from Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: ISTE. Todd, R. J. (2008). Meaningful learning through inquiry: The lights come on. Keynote Address presented at the SLAV 'Evidence to Action: Re- Imagining Learning' Conference, 19 June, Melbourne, Vic. retrieved from

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'Converging the Parallels', Primary & Secondary Teacher Librarian, Cross Regional Conference. Presented on Friday 10 September 2010. Conference held at The Terry Keogh Conference Centre, CEO Southern Region, Revesby (Sydney).


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