Lyn Hay's IASL2011 Closing Keynote


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My closing keynote address at the 2011 International Association of School Librarianship (IASL) 40th Annual Conference incorporating the 15th International Forum on Research in School Librarianship.
Conference Theme: School Libraries: Empowering the 21st Century Learner

Date: 7 to 11 August 2011

Venue: The University of West Indies in Kingston, Jamaica

Published in: Education
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  • In today’s closing address I would like to begin with sharing my story with regards to school libraries and teacher librarianship in Australia. I would like to follow this with some challenges that I believe we will face in the near future, and conclude with thinking about ‘where to next’.
  • Issues raised during the conference.
  • While I think the most powerful learning tools are good questions and challenging problems, we are now living in a very challenging digitally driven, socially networked world and I think the saturation levels of mobile or cell phones in countries has contributed to this significantly in the past few years.
  • The Partnership for 21st Century Skills is a US organization that advocates for 21st century readiness for every student. It argues for the United States to continue to compete in a global  economy this demands innovation, and an education system needs to fuse the three Rs and what it refers to as ‘the four Cs’ (critical thinking and problem solving, communication, collaboration, and creativity and innovation). It has developed a ‘Framework for 21st Century Learning’ which presents a holistic view of 21st century teaching and learning that combines a discrete focus on 21st century student outcomes (a blending of specific skills, content knowledge, expertise and literacies) with innovative support systems to help students master what they refer to as “the multi-dimensional abilities required of students in the 21st century”.
  • Sharing a little bit of my ‘home town’, Floriade Festival in Spring, Canberra, Australia – featuring last year’s theme.One of my take home messages for you today is ‘Dare to Dream’ – dare to dream in terms of your own professional life and how you contribute to building capacity of teacher librarianship in your local area, state or provincial level, in your country nationally and of course within the context of IASL, globally. Also as educators whether at the school education level, university education level or professional learning & support level as consultants whether systemic or independent, how can you help your students ‘dare to dream’. How can you help your clients, or your principal, teaching staff or parents ‘dare to dream’. With daring to dream comes motivation, passion, a burning desire to make the best of what you have and the people around you. WHERE WILL YOUR IMAGINATION TAKE YOU?
  • These skills have been explored in depth throughout the conference in both research and professional practice presentations.
  • I think the International School of Beijing’s Learning21@ISB is a powerful integrated learning framework, which addresses a lot of skills identified by Fadel & trilling and participants of the IASL2011 Conference. See blue section – note innovation, creativity, Global Thinking.
  • It’s not just about inquiry, it’s about taking action. Ray Doiron’s session on the widening gap between the world experienced and created by youth outside school and their in-school experiences.How to succeed in traditional schooling: “Dad, we go along to get along. And I’m one of the lucky ones because I learned how to remember and regurgitate.”
  • BBC TV series ‘Top Gear” - I see these guys Jeremy Clarkson, Richard Hammond and James Mayas the Masters of Inquiry and Invention Flexibility & adaptabilityadapt to varied roles/job responsibilities/schedules/contexts, understand, negotiate, balance diverse views/beliefs, find workable solutionsInitiative & self-directionmanage goals/time, work independently, be self-directed learners, go beyond basic mastery, reflect critically on past experiences to inform future progressSocial & cross-cultural interactionknow when to listen/when to speak, be respectful interacting with others, work effectively in diverse teams, be open-minded to different ideas/values, leverage social/cultural difference to create new ideas, innovate& improve quality of own/groups’ work
  • Relate this to my PhD findings on students’ lack of project management skills
  • BER...Primary Schools for the 21st Century Funding of $14.1 billion was allocated over three rounds to 10,521 projects at 7,942 primary schools in every state and territory under the Primary Schools for the 21st Century program. Primary Schools for the 21st Century (P21) has provided funding to all eligible primary schools, special schools and K-12s (primary component), for the building or renewing of large scale infrastructure works including libraries, multi-purpose halls and new classrooms.The $14.1 billion P21 element has delivered funding to 7935 schools to develop 10 492 projects as at 30 April 2011. Of these, over 3000 schools have built new or refurbished existing school libraries.Science and Language Centres for 21st Century Secondary Schools (SLC)Funding of $821.8 million was allocated to 537 secondary schools under the Science and Language Centres for 21st Century Secondary Schools program of the Building the Education Revolution.National School Pride ProgramFunding of $1.28 billion was allocated to 9,480 Australian schools under the National School Pride Program to refurbish and renew existing infrastructure, while providing immediate support for local jobs. NBN...The NBN will involve connecting 93 per cent of Australian homes, schools and businesses to a high-speed fibre network, capable of providing broadband speeds of up to 1 gigabit per second. The remaining premises will be connected via a combination of next-generation fixed wireless and satellite technologies providing peak speeds of at least 12 Megabits per second (Mbps).
  • DER...The National Secondary School Computer FundThe National Secondary School Computer Fund (the Fund) is the major funding element of the DER. The Fund is helping schools to provide new computers and other ICT equipment for students in Years 9 to 12, as well as providing the necessary infrastructure to support the installation and maintenance of additional ICT. Through the Fund, the Australian Government is providing funding of $1000 per computer and up to $1500 for the installation and maintenance of that device. The primary aim of the Fund is to achieve a computer to student ratio of 1:1 for students in Years 9 to 12 by the end of 2011.Implementation of the Fund is happening in partnership with government and non-government education authorities who are responsible for purchasing ICT equipment best suited to the needs of their schools. Depending on need and preference, schools can purchase netbooks, laptops, tablet computing devices, install more desktop computers or deploy a mix of mobile and stationary devices.Funding has also been made available for specialised ICT equipment to benefit students with disability. The Fund is on track to deliver over 786,000 computers to secondary schools across Australia by the end of 2011. ICT Innovation FundThe Government is investing over $16 million in the ICT Innovation Fund to fund four projects that will help teachers and school leaders to better use ICT in the classroom. These projects aim to increase teacher proficiency in the use of ICT in teaching and learning to, among other things, support the effective delivery of the new online Australian Curriculum, provide tools for ongoing professional development in ICT and give principals and school leaders the tools and skills to plan for the use of ICT in their schools.Online Curriculum Resources and Digital ArchitectureThe Online Curriculum Resources and Digital Architecture initiative is contributing to the development of digital resources, tools and infrastructure that can support the implementation of the Australian Curriculum online and enable communication, collaboration and resource sharing across school, system and jurisdictional boundaries.The NBN-enabled Education and Skills Services program is a four-year initiative commencing from July 2011, which will invite proposals for innovative online and interactive education and skills services using the National Broadband Network (NBN). The program aims to demonstrate the benefits of high-speed broadband connectivity and will make $27.2 million available to source, develop and implement projects associated with NBN first-release sites. The NBN-enabled Education and Skills Services program will contribute to the development of services that: connect teachers with learners to address skills shortages and improve teaching and learning experiences; improve professional development (for example, sharing of resources); enhance community links; and facilitate workplace training and assessment to improve workplace productivity.
  • At the same time I was working with Ross Todd on the 21st century school library project for the NSW Department of Education and Training where we hosted an online discussion on envisioning school libraries (Hay & Todd, 2010). As part of these initiatives, we were expected to ask the hard question, ‘Do 21st century schools really need school libraries?’ This is when I started to feel uncomfortable about what our future holds in terms of school libraries and TLs.
  • As a result of this re‐imagining process, a set of principles underpinning 21C school library design emerged as an ‘instructional zone’ within and beyond the school
  • With regard to literary learning, Carol Gordon’s keynote really resonated with me because it reminded me of an interview in March of this year by Emily Rodda (who is the most translated Australian author in the world) where she was asked about the future of the book and the impact on this on the lives of people in general, but specifically young people in their developmental years. Her interview made a distinction between ‘books’ and ‘stories’, particularly now as our world becomes more and more digitally-enhanced. She believes it is important to continue supporting an appreciation of literature and reading of stories, no matter the format (whether as an ebook or printed book), and compares this to listening/viewing ‘story’ portrayed via film or video/online games:”It’s very, very important we go on reading because there is a logic and a rationality to even the most fantastic story, and a complexity and an understanding of how people work things out, which doesn’t appear in film because it’s all visual.Things might happen in a logical order in a film but you don’t get that rational explanation of why things happen.If we want our future citizens to be able to reason and to see propaganda for what it is, for example, or work their way through people trying to persuade them to do something by appealing to their emotions, it’s important, in their childhood, that they’ve learnt about rational argument and I think that’s one thing books do.”I think this final statement sums up the power of literary learning and why it must remain fundamental to a 21st century education. School libraries are central to building a reading and literary learning culture within a school. As part of the NSWDET 21C school library futures project Envisioning School Libraries in 2009, Ross Todd and I devised a set of eight (8) principles underpinning 21C school library design as an instructional zone within and beyond the school emerged, one of which was:A centre that supports literary learning, where students become immersed in imaginary worlds, explore personal reading interests, develop sustained voluntary reading practices, develops reading for meaning and independence as critically-capable readers. (Hay & Todd, 2010, p. 16)In Carol Gordon’s research on summer reading, not a single student in the ‘Sometimes I read’ and ‘Do not like’ reading category were ‘transported by reading’. This is very sad, how can we help ignite our students’ imagination?
  • As a result of the BER program (DEEWR, 2009), the focus of a large number of Australian school communities in the past two years has been based on the question, ‘What do you want your school library to look like?’ In architectural parlance, such focus is on ‘the form — the look and feel, the layout, the light, the furniture, and colours’. However, I would strongly argue the question to be asked by these school communities is, ‘What do you want your school library to do?’, where ‘the function’ guides the form, or design. The latter provides opportunities to discuss the implications of the digital reshiftand clearly shape the future vision, goals, actions and outcomes of the school library’s role in supporting student learning in 21st century schools. My challenge to my profession in Australia in the past 2 years has been: Think of someone in the profession you know who received funding to build a new school library or complete a major refurbishment. How has their role changed as a result of the building of their school’s new or refurbished library — has there been any significant shift in their role as part of this rebuilding process? Sadly, I have found few TLs who have taken this opportunity to re-invent their role.
  • Written by: William "Smokey" Robinson & Ronnie White. Peter Tosh recordedthis songhimself in 1966.Story of working with principals, curriculum and ICT coordinators of Cairns Diocese schools as part of their BER funding initiative. 29 school libraries planned for building new or majorly renovating existing school libraries – 23 new facilities. No full-time teacher librarian positions in the primary schools. Were trialling a 3 day TL position in one school using school-based Curriculum Coordinator funding. My role in working with these school leaders in building a vision for their new school libraries basically involved perception busting, followed by perception re-building, which then informed the vision-building process. My task was to ensure that these leaders’ traditional perceptions of what a school library was, did not influence the vision-building process.As a group we agreed we needed to start with a clean slate... Thus our mantra for the day was “Don’t look back”. The very last thing I wanted to see were new school libraries being built on 2009-2010 based on a 1980s or 1990s blueprint or standard design template of a school library. But it was also MORE than bricks and mortar – it was about staffing provision – who was going to be the information and learning specialist ‘installed’ as part of this facility to maximise this investment in infrastructure???They now have 2 qualified TLs in 2 of their primary schools and a number of teachers are being sponsored by the Diocese to complete their Masters in TLshipto take on part-time TL positions within some of these schools – this is a fabulous example of vision and capacity building for school libraries at the local level.
  • The results of my Student Learning through Australian School Libraries study (2004–2006) highlighted the value students placeon the technology environment, services and support provided by their school library. While students ranked the school library’s contributionregarding computer and Internet use as the most important out of all seven blocks of school library help, the teacher and TL groups perceived theschool library as being the least helpful in terms of technology access and use to support students’ learning (Hay 2006a). Rethinking what we doIn 2009 I was commissioned to write a chapter from the ‘school library’ perspective on strengthening the home–school nexus within the context of a digitally driven, socially networked world (Hay, 2010). This led to the birth of the iCentre concept (August 2010)
  • Shift happensThe iCentre is a high-end multimedia production facility which acts as the information-technology-learning hub for a school. While it is the technology engine of a networked school connecting classrooms, specialist learning spaces, offices, corridors, homes and mobile devices to the wider networked world, it also provides the school community with a large, flexible learning space based on fluid design principles to support collaboration, performance, creativity, interactivity and exploration, both online and offline’ (Schibsted 2005). One would expect the layout of an iCentre to look different on a daily basis depending on the range of individual, small group, class-based, or whole year- or discipline-based activities it accommodates at any given time, ie. the form it takes reflects the function.
  • a place where students and teachers have the ability to create and ‘own’ their own individual and collaborative learning space(s) “The way space is utilised very much determines what will be achievable in terms of student learning” (2A.13)this flexibility of design and use will assist in ‘future proofing’ the facility
  • An essential component of the iCentre concept is that the technical and administrative aspects of technology management are secondary to the learning agenda within the school. Schools can reshape their existing information and technology infrastructures to ‘build’ an iCentre. Keeping in mind that the form involves not just the blending of physical and online facilities, schools will be required to rethink the way existing information and technology staff are ‘blended’. This would include executive or leading teacher positions such as curriculum coordinator, ICT coordinator, learning technologies facilitator, head of information services or TL; teachers involved in the provision of professional development for staff and learning technology mentorship; and a range of support staff. Ultimately the goal here is to ensure the necessary staffing reflects the same convergence of information, technology and learning in society.
  • Answer each of these questions to help develop a rationale for building an iCentre.
  • By differentiation, I mean: having high expectations for all students permitting students to demonstrate mastery of material they already know and to progress at their own pace through new material providing different avenues to acquiring content, to processing or making sense of ideas, and to developing products providing multiple assignments within each unit, tailored for students with differing levels of achievement allowing students to choose with the teacher’s guidance, ways to learn and how to demonstrate what they have learned flexible – teachers move students in and out of groups , based on students’ instructional needs Extracted from : Tomlinson, C.A. & Allan, S.D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: ASCD. Retrieved from see Inquiry-Based Learning as central to the provision of differentiated learning and more recently with the emergence of Guided Inquiry as an instructional framework for supporting differentiation in the increasingly complex information and digitally-driven world in which we live.
  • Essential reading on Guided Inquiry:Kuhlthau, C. C. (2010). Guided inquiry: School libraries in the 21st century. School Libraries Worldwide, 16(1), 1-12. Available, C. C., & Maniotes, L. K. (2010). Building Guided Inquiry teams for 21st-century learners. School Library Monthly, 26(5), 18-21. Available, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided inquiry: Learning in the 21st century. Westport, Conn: Libraries Unlimited. Chapter 1 is available at And an overview of Kuhlthau’s Information Search Process (ISP) is available at
  • I think 1:1 computing is the greatest challenge for teachers because it will demand differentiated programming, and teachers will need to draw on the support of other specialist teachers to form teaching teams for specific purposes.Gary Green, Head of Library, Presbyterian Ladies' College in Western Australia developed what he calls the “1 degree bar” in the PLC Library. The idea behind this is that students and staff are only 1 degree of separation away from having their information, learning or technology need met. Gary has reported to me that “the bar’ is “working brilliantly” and the “benefits... are immense” in that the bar’s function and brand is to provide timely, responsive service to users. The final challenge regarding PLEs is one that I think few schools have really come to grips with just yet, and see this was noted in the latestWith PLEs being predicted as taking Four to Five Years on the Horizon report’s Time-to-Adoption scale.
  • The six technologies featured in each year’s report are placed along three adoption horizons that indicate likely time frames for their entrance into mainstream use for teaching, learning, or creative applications in the K-12 environment.
  • “Widespread adoption of PLEs, once the tools and approaches are clearer, will almost certainly also require a shift in attitudes toward technology,teaching, and learning” in schools.“Despite the fact that there is a range of easy-to-use tools that could be used to construct personal learning environments, they have not yet garnered widespread adoption. The reason why PLEs are poised on the far-term horizon is because they are still in the conceptual phase, lacking robust documentation or relevant case studies. One of the preconditions for them to take hold in the long run is for students to have perpetual access to their own Internet-enabled devices. Ultimately, however, widespread adoption will hinge on a shift in attitude about the role of technology in learning that simply has not occurred yet.” (p. 31)Johnson, L., Adams, S., & Haywood, K. (2011). The NMC Horizon Report: 2011 K-12 Edition. Austin, TX: The New Media Consortium. Retrieved from see PLEs as being the next phase in the development of differentiation, and I think this will be driven principally by 1:1 computing, mobile computing and greater use of cloud computing over school-based technology infrastructures such as learning management systems.
  • iCentre is more than a labeliCentre requires a re-engineering of ‘what we do’ – it’s more than libraries & labsiCentre brand = a dynamic, responsive, fluid ‘instructional zone’ within & beyond the schoola learning centre of information, inquiry, innovation, immersion & instructional interventionsupports connectivity & collaboration, critical engagement & creativity, construction & consolidation
  • It is essential that your school community expects theiCentre 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
  • a facility which seeks a balance between print and digital collections and which does not privilege one format over another, consistent with the multi-format nature of our information worldat the same time, it is increasingly conscious of the need to redesign and reshape physical spaces to better support teachers and students as digital researchers So with shrinking hard copy collections, we need to explore ways to best utilise these spaces for collaborative digital production• the support of inquiry learning and immersive learning experiences utilising a range of information and resources, without privileging one formatover another, where inquiry is not an add-on to the curriculum — students learn content, skills and values within the curriculum through inquiry (based on the work of Kuhlthau, Caspari & Maniotes, 2007) • the design of curricula that moves students beyond information literacy to that of transliteracy, developing students as independent, informed digital citizens (Hamilton 2010), with iCentre staff working with teachers to design curriculum units that reconcile mulitpleliteracies, eg. digital literacy, visual literacy, information literacy, (new) media literacy, visual literacy, critical literacy, cultural literacy, sustainability literacy, mathematical literacy, scientific literacy – this is a major challenge for all educators – how can we support students in transferring what they learn within one literacy paradigm to another?? Herring’s PhD research identifies the need for schools to create a culture of transfer for students to be willing and able to try to transfer information literacy practices across key learning areas (see Herring, J.E. (2011). "From school to work and from work to school: information environments and transferring information literacy practices" Information Research, 16(2) paper473. Available at, Herring, J. (2011). Assumptions, information literacy and transfer in high schools. Teacher Librarian, 38(3), 32-36, and Herring, J. E., & Bush, S. J. (2011). Information literacy and transfer in schools: Implications for teacher librarians. Australian Library Journal, 60(2), 123-132. )• supporting teachers to take risks as learning and technology innovators – the iCentre is a centre of learning innovationwhere teachers and TLs, learning technology specialists are involved in creatively designing learning experiences by way of testing, trialling, and experimenting with information and technology tools to bring about the best knowledge outcomes for studentsWhile still providing ‘nuts & bolts’ technical support – refer to NSWDET Technology Support Officers as an example of this.
  • In Ross Todd’s keynote 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.
  • Check out this infographic on what Internet and social network exchanges occur every 60 seconds, this illustrates the complexity for users of social media.Ray Doiron’s session on crisis of significance, referred to young people as “Competent sculpteurs of their own communication” through their devices. What about the teachers? How many teachers do you know that are competent sculpteurs of the Web 2.0 environment and maximising the affordances and connectedness of mobile devices?Dianne Oberg’s research on LIS educators’ experience with learning & teaching and integration of new & emerging technologies seems to parallel that of those they educate (TLs). She observed faculty capacity to ‘re-invent’ themselves within the Web 2.0 paradigm. But she also found that there are challenges and barriers similar to what TLs experience in school with regard to institutional support of new & emerging technologies.Gauntlett’s (2010) shift from ‘sit-back and be told culture’ to a ‘making & doing culture’ is becoming part of LIS education curriculum, and I hope this mentoring and modelling approach assists teachers retraining as TLs to be able to initiate this same ‘making & doing culture’ within their school. Jennifer Branch’s presentation on her Web 2.0 course for TLs at Uni of Alberta paralleled this as well. “Any concern that is a classroom concern is a library concern” Quote from a TL in Jennifer Branch’s research on Canadian teacher librarian’s professional development. 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.Twitter for professional learning for TLs was reinforced in Jennifer Branch’s presentation on TLs as fearless, playful & connected. Web 2.0 requires a culture of play.“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 – see Jennifer Branch re her TL student’s quote
  • Dare to Dream – build an iCentre such as the one at St Stephens College, Oxenford, Queensland. Photo courtesy of Ross Todd, FacebookAn iCentre:provides learning design to support change in pedagogical practiceleads in the development, implementation & evaluation of a cross-curricula digital citizenship programprovides information leadership in terms of informed policy development that supports technology access and instruction, rather than a ‘banning before thinking’ approachmanages the school’s research program through evidence-based practice, action research, data-driven policy, sustainability.
  • Check out this great poster by Jennifer La Garde advocacy, then action. Don’t just stop at advocacy!
  • If you have based what you do on resource and information access, you may not survive – South Korean Ministry of Education plans to roll-out all textbooks as ebooks to students by 2013 – what is the role of the school library in a school and/or school system that makes such a macro-resourcing decision? Marcia Mardis mentioned this was a goal for Florida State schools by the year 2014(?). Check out Joyce Valenza’s poster on what TLs teach
  • Highly recommended read on being strategic.
  • Powerful quote from Stowell, S. J., & Mead, S. S. (2005). Ahead of the curve: A guide to applied strategic thinking. (Kindle Edition.). Salt Lake City, UT: CMOE Press.
  • We are working in a different paradigm now. Remember the first quote in my presentation: “Change is inevitable. Progress is optional.”
  • I asked this question during my presentationat a recent PD day in Australia – out ofabout130 TLs present, 3 had read the report!!!!
  • A lost opportunity for our profession, a lack of strategic thinking the cause.
  • A powerful quote which should become our profession’s mantra.
  • 16 year old Australian Jessica Watson circumnavigates the world, sailing solo. Awarded Young Australian of the Year 2011.I do hope that as a result of attending this IASL Conference that you have great, new ideas that you wish to implement when you return home. If you haven’t already done so, please write down before you leave this conference, 3 new ideas that can help you personally and/or the profession move forward in your country.May I wish you all, to ‘dare to dream AND succeed’.
  • If the future is now, what’s next is really up to you!!!! I would like to think as educators, librarians, parents, family members, members of our school community, every year is the year of the child!
  • Lyn Hay's IASL2011 Closing Keynote

    1. 1. If the future is now...<br />What’s next?<br />LYN HAY<br />Lecturer in Teacher Librarianship<br />School of Information Studies<br />Wagga Wagga campus<br /><br />
    2. 2. Change is inevitable.Progress is optional.The future is now. <br />Journalism 2.0: How to Survive and Thrive. A digital literacy guide for the information age.By Mark Briggs 2007, p.10.<br />
    3. 3. Educating for the 21st century<br /><ul><li>How to we educate our students to meet the high levels of literacy in the technological workplace?
    4. 4. How do we prepare our students to navigate and make sense of the global information environment?
    5. 5. How do we enable our students to draw on the knowledge and wisdom of the past while using the technology of the present to advance new discoveries for the future?</li></li></ul><li>Educating for the 21st century<br /><ul><li>How do we prepare our students to think for themselves, make good decisions, develop expertise, and learn through life?
    6. 6. How can we re-engineer school libraries to develop lifelong learners to survive and thrive in our dynamic, socially networked world?
    7. 7. How can we best utilise inquiry learning across the curriculum to meet the challenge of educating our students as critically literate, and creative and innovative thinkers?</li></li></ul><li>Most powerful learning tools<br />Questions<br />And the process to uncoveranswers<br />Problemsand the inventingof possiblesolutions<br />
    8. 8. <ul><li>Learning & innovation skills
    9. 9. Information, media & technology skills
    10. 10. Life and career skills</li></ul><br />
    11. 11. Learning to learn & innovate<br /><ul><li>Critical thinking & problem solving expert thinking
    12. 12. Communication & collaboration complex communicating
    13. 13. Creativity & innovation applied imagination & invention</li></li></ul><li>Dare to Dream<br />IMAGINATIONWhere will yours take you?<br />
    14. 14. Digital literacy<br /><ul><li>Information literacyaccess information efficiently/effectively, evaluate information critically/competently, use information accurately/creatively
    15. 15. Media literacyanalyse media, ethically/legally access & use media, create media products by effectively using media tools
    16. 16. ICT literacyuse technology as a tool to research, organise, evaluate, communicate, social networking, ethically/legally use technologies</li></li></ul><li>Learning21@ISB<br />International School of Beijing<br />
    17. 17. Life & career skills<br /><ul><li>Flexibility & adaptabilityadapt to varied roles/job responsibilities/schedules/contexts, understand, negotiate, balance diverse views/beliefs, find workable solutions
    18. 18. Initiative & self-directionmanage goals/time, work independently, be self-directed learners, go beyond basic mastery, reflect critically on past experiences to inform future progress
    19. 19. Social & cross-cultural interactionknow when to listen/when to speak, be respectful interacting with others, work effectively in diverse teams, be open-minded to different ideas/values, leverage social/cultural difference to create new ideas, innovate& improve quality of own/groups’ work</li></li></ul><li>Think global<br />Global Competence is the knowledge, skills, and dispositions to understand and act creatively and innovatively on issues of global significance:<br /><ul><li>Investigate the World
    20. 20. Recognise Perspectives
    21. 21. Communicate Ideas
    22. 22. Take Action</li></ul><br />
    23. 23. Dare to Dream<br />Dare to Dream<br /><br />
    24. 24. Life & career skills<br /><ul><li>Productivity & accountabilitymanage projects, set/meet goals, deal with obstacles/pressures, prioritise/plan/manage to achieve intended result, produce results through multitasking, managing time effectively, respect/appreciate team diversity
    25. 25. Leadership & responsibilityproject-based, studio model of work more prevalent now, guide & lead others, use interpersonal/problem-solving skills to influence/guide others towards a goal, inspire others to accomplish, lead by example, selflessness, acting responsibly with interests of larger community in mind</li></li></ul><li>Building blocks for a revolution<br />
    26. 26. Building blocks for a revolution<br />
    27. 27. Hay, L., & Todd, R. (2010b). School libraries 21C: School library futures project. Report for New South Wales Department of Education & Training, Curriculum K–12 Directorate, School Libraries & Information Literacy Unit. Sydney: Curriculum K–12 Directorate, NSWDET. Retrieved from<br />
    28. 28.
    29. 29. 21C project findings<br /><ul><li>The school library is an important part of 21C school life
    30. 30. Pedagogical fusion and digital citizenship
    31. 31. Repositioning the school library as a flexible and dynamic learning space
    32. 32. The challenge: articulating how school libraries impact on student learning
    33. 33. Moving from teacher librarian ‘actions’ to student outcomes
    34. 34. Lack of ‘hard’ evidence provided by TLs
    35. 35. Enablers and barriers to collecting and documenting evidence of learning outcomes</li></ul>(Hay & Todd 2010)<br />
    36. 36. Principles of 21C school libraries<br />Instructional zone within & beyond the school<br /><ul><li>fluid library design
    37. 37. blended learning environment
    38. 38. building capacity for critical engagement
    39. 39. centre of learning innovation
    40. 40. power of pedagogical fusion
    41. 41. seamless search interfaces
    42. 42. balanced collection
    43. 43. literary learning</li></ul>(Hay & Todd 2010)<br />
    44. 44. Rondo Deltora Quest <br />Rowan of Rin Squeak Street Series <br />Raven Hill Mysteries The Fairy Realm<br />Individual Novels Picture Books <br />Early Readers<br />
    45. 45. What do you want your school library to look like?<br />What do you want your school library to do?<br />
    46. 46. “Don’t look back”<br />YouTube - Mick Jagger & Peter Tosh – ‘Don't look back’ (1978)<br /><br />
    47. 47. The power of an inquiry<br /><ul><li>Gave our profession a voice beyond our profession/school
    48. 48. Launched a national conversation via mainstream media
    49. 49. Got the general community thinking</li></ul>It has documented it!!!<br />
    50. 50. Rethinking whatwe do<br />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.<br />
    51. 51. iCentre<br /><ul><li>information-technology-learning hub
    52. 52. high-end multimedia production facility
    53. 53. technology engine ofa networked school
    54. 54. large, flexible learningspace based on fluid design principles
    55. 55. layout will look different on a daily basis</li></ul>Photo courtesy of Ross Todd: St Stephens College Oxenford<br />
    56. 56. “Imagine an activityand we willmake a space forit”<br />High School TL(Hay & Todd 2010, 2A.5)<br /><br />
    57. 57. iCentre<br /><ul><li>technical-admin aspects of technology are secondary to learning agenda
    58. 58. information, technology, curriculum & e-learning staff are ‘blended’
    59. 59. convergence allows strategic conversations</li></li></ul><li>Do you want...<br /><ul><li>pedagogy to fuse the work of information, technology & learning specialists across the curriculum?
    60. 60. key information, technology & learning leaders within a school combine to consolidate their efforts?
    61. 61. strengthen the connection between home and school, and harness mobile connectivity?</li></ul>iCentre @ Broulee Primary School<br />
    62. 62. Do you want...<br /><ul><li>to build capacity inyour staff to use information andlearning technologiesto differentiate learning?</li></ul>A differentiated curriculum is a program of activities that offers a variety of entry points for students who differ in abilities, knowledge and skills. In a differentiated curriculum teachers offer different approaches to what students learn (content), how students learn (process) and how students demonstrate what they have learned (product).<br /><br />
    63. 63. Guided Inquiry<br /><ul><li>Inquiry that is guided by an instructional team using scaffolds to enable students to gain a depth of understanding and a personal perspective through a wide range of sources of information
    64. 64. Research shows that inquiry sparks learning in students and that inquiry learning calls on the collaborative expertise of teachers & TLs... + other specialist teachers Kuhlthau, 2010</li></li></ul><li>Do you want...<br /><ul><li>to support teachers in effectively leading learning using 1:1 computing?
    65. 65. to provide timely, responsive information, technological & technical support to staff & students?
    66. 66. to support the development of personal learning environments?</li></li></ul><li>
    67. 67. Personal learning environments<br />PLEs refer to student-designed learning approaches that encompass different types of content — videos, apps, games, social media tools, and more — chosen by a student to match his or her personal learning style and pace... The goal is for students to have more control over how they learn, and for teachers to set expectations that their students will be more engaged in understanding and applying their learning strategies. PLEs are currently more of a theoretical construct, as they have not been widely put into practice. The notion is of intense interest to many educators who see PLEs as having considerable potential to engage students in ways that best suit their individual learning needs. (p. 8)<br /><br />
    68. 68. rethink – rebuild – rebrand<br />
    69. 69. '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 />
    70. 70. iCentre team<br /><ul><li>resourcing of the curriculum reflects multi-format nature of our world
    71. 71. supports inquiry learning, immersive learning experiences , knowledge construction
    72. 72. works with teachers to design curriculum units that reconcile multiple literacies
    73. 73. supports transfer and consolidation of literacies across the curriculum
    74. 74. supports teachers to take risks as learning and technology innovators
    75. 75. provides ‘nuts & bolts’ technical support </li></li></ul><li>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
    76. 76. Google Reader as an aggregator
    77. 77. iPhone/iPad apps</li></li></ul><li>Building teachers’ PLNs<br /><br />
    78. 78. Dare to dream<br />
    79. 79.<br />
    80. 80.<br />
    81. 81. Stowell, S. J., & Mead, S. S. (2005). Ahead of the curve: A guide to applied strategic thinking. (Kindle Edition.). Salt Lake City, UT: CMOE Press.<br />
    82. 82. If you don’t have a plan (goals) for what you want, then you will probably find yourself buying into someone else’s plan and later find out that wasn’t the direction you wanted to go. You’ve got to be the architect of your life”Jim Rohn - Philosopher<br />
    83. 83. WE have to be the architectsof our TL professionandthe reinvention of 21Cschool libraries<br />
    84. 84. How haveyou gained leverage from the National TL Inquiry report? <br /><br />
    85. 85. How haveyou gained leverage from the National TL Inquiry report? <br /><br />
    86. 86. Being strategic every day<br />Being strategic means consistently making those core directional choices that will best move you toward your hoped-for future<br />
    87. 87. Being strategic every day<br /><ul><li>You know where you’re starting from
    88. 88. You’re clear on where you want to go
    89. 89. You have the means and the will to make consistently good and powerful choices about how to get there</li></ul>Being strategic is a learnable skill <br />
    90. 90. “It doesn’t have to be sailing around the world. It might be building an orphanage in Cambodia, campaigning for climate change or something as simple as getting a driver’s licence.So, to all you Aussies out there, particularly us young guys, let’s dream big. But more importantly, let’s make it happen.”<br />Dare to dream and succeed<br />
    91. 91. If the future is now...<br />What’s next is up to you!<br />LYN HAY<br />Lecturer in Teacher Librarianship<br />School of Information Studies<br />Wagga Wagga campus<br />