Lyn Hay's Keynote at SLAQ 2012 Conference


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Keynote title: 'Challenges. Your mission if you choose to accept it is...'

Abstract: Challenges are the stuff life is made of. Challenges can be treated as obstacles or opportunities. Lyn explores some challenges currently facing school libraries, the teacher librarian profession and education, in general. How one chooses to overcome challenges determines one’s success or failure. Our mission is success – individually and collectively. So what’s the plan? Your mission if you choose to accept it is...

SLAQ Conference 2012 (3-5 July 2012)
Theme: Northern Escape - Connect, Create, Challenge
Venue: Pullman Reef Casino, Cairns, Queensland, Australia

Conference program themes:

* Connect: culture, curriculum, children's literature, YA literature, reading, authors, illustrators;
* Create: information literacy, Web 2.0 technologies, interactive classrooms;
* Challenge:leadership, management, professional development, copyright, digital schools.

Published in: Education
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  • 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.“Being strategic means consistently making those core directional choices that will best move you toward your hoped-for future”
  • Lyn Hay's Keynote at SLAQ 2012 Conference

    1. 1. Challenge. Your mission if you choose to accept it is...LYN HAYLecturer in Teacher LibrarianshipSchool of Information StudiesCharles Sturt UniversitySLAQ 2012 Conference, Cairns 2-5 July 2012
    2. 2. Change isinevitable.Progress isoptional.Journalism 2.0: How to Survive and Thrive.A digital literacy guide for the information age.By Mark Briggs 2007, p.10.
    3. 3.  The challenge: articulating how school libraries impact on student learning Assumption that by virtue of actions, outcomes happen
    4. 4.  Move from TL „actions‟ to student outcomes Lack of systematically gathered, empirical evidence Barriers to evidence building Evidence begins with TL action
    5. 5. “We recommend that the profession as a whole needs to develop the capacity to articulate needs from research-based evidence and local evidence collected in the school.”
    6. 6.  Acknowledged international research evidence as useful A lot of anecdotal evidence presented EBP takes time Documenting evidence is critical
    7. 7. CC BY 3.0
    8. 8. Educating for the 21st century How to we educate our students to meet the high levels of literacy in the technological workplace? How do we prepare our students to navigate and make sense of the global information environment? 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?
    9. 9. Educating for the 21st century How do we prepare our students to think for themselves, make good decisions, develop expertise, and learn through life? How can we re-engineer school libraries to develop lifelong learners to survive and thrive in our dynamic, socially networked world? 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?
    10. 10. Most powerful learning toolsQuestionsAnd the processto uncoveranswersProblemsand the inventingof possiblesolutions
    11. 11.  Learning & innovation skills Information, media & technology skills Life and career skills
    12. 12. Learning to learn & innovate  Critical thinking & problem solving expert thinking  Communication & collaboration complex communicating  Creativity & innovation applied imagination & invention
    13. 13. „Rethink Possible‟ INNOVATION It‟s a definite possibilityAT&T Rethink Possible campaign
    14. 14. Digital literacy Information literacy access information efficiently/effectively, evaluate information critically/competently, use information accurately/creatively Media literacy analyse media, ethically/legally access & use media, create media products by effectively using media tools ICT literacy use technology as a tool to research, organise, evaluate, communicate, social networking, ethically/legally use technologies
    15. 15. Life & career skills Flexibility & adaptability adapt to varied roles/job responsibilities/schedules/contexts, understand, negotiate, balance diverse views/beliefs, find workable solutions Initiative & self-direction manage goals/time, work independently, be self-directed learners, go beyond basic mastery, reflect critically on past experiences to inform future progress Social & cross-cultural interaction know 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
    16. 16. Think globalGlobal Competence is the knowledge, skills,and dispositions to understand and actcreatively and innovatively on issues of globalsignificance:  Investigate the World  Recognise Perspectives  Communicate Ideas  Take Action
    17. 17. „Rethink Possible‟ INNOVATION It‟s a definite possibilityAT&T Rethink Possible campaign
    18. 18. Rethink PossibleDare to Dream
    19. 19. Life & career skills Productivity & accountability manage 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 Leadership & responsibility project-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
    20. 20. Building blocks fora revolution Obstacles or Opportunities?
    21. 21. Principles of 21C school librariesInstructional zone within & beyond the school  fluid library design  blended learning environment  building capacity for critical engagement  centre of learning innovation  power of pedagogical fusion  seamless search interfaces  balanced collection  literary learning (Hay & Todd 2010)
    22. 22. What do you want your school library to look like? What do youwant your school library to do?
    23. 23. Rethinking what we do... is possibleHay, L. (2010). Chapter 9: Developing an information paradigm approach to build and support the home-schoolnexus. In M. Lee & G. Finger (Eds.), Developing a networked school community: A guide to realising the vision(pp. 143-158). Camberwell, Vic.: ACER Press.
    24. 24.  information-technology-learning hub high-end multimedia production facility technology engine of a networked school large, flexible learning space based on fluid design principles layout will look different on a daily basis Photo courtesy of Ross Todd: St Stephens College Oxenford
    25. 25. “Imagine an activity and we will make a space for it” High School TL (Hay & Todd 2010, 2A.5)
    26. 26. iCentre technical-admin aspects of technology are secondary to learning agenda information, technology, curriculum & e- learning staff are „blended‟ convergence allows strategic conversations
    27. 27. Do you want... pedagogy to fuse the work of information, technology & learning specialists across the curriculum? key information, technology & iCentre @ Broulee Primary School learning leaders within a school combine to consolidate their efforts? strengthen the connection between home and school, and harness mobile connectivity?
    28. 28. Do you want... to build capacity in your staff to use information and learning technologies to differentiate learning? 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).
    29. 29. Guided Inquiry 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... + technologies Research shows that inquiry sparks learning in students and that inquiry learning calls on the collaborative expertise of teachers & TLs... + other specialist teachers
    30. 30. Do you want... to support teachers in effectively leading learning using 1:1 computing?  to provide timely, responsive information, technological & technical support to staff & students?  to support the development of personal learning environments?
    31. 31. Personal learning environmentsPLEs refer to student-designed learning approachesthat encompass different types of content — videos,apps, games, social media tools, and more — chosenby a student to match his or her personal learning styleand pace...The goal is for students to have more control overhow they learn, and for teachers to set expectationsthat their students will be more engaged inunderstanding and applying their learning strategies....many educators see PLEs as having considerablepotential to engage students in ways that best suittheir individual learning needs. (p. 8)
    32. 32. 3 new pillars of 21C learning #1 I‟m only one of my students‟ teachers, but I‟m the most important because I teach them to connect to all the others. #2 My students should learn from me how to learn without me #3 My students‟ knowledge lies not only in their minds but in their networks
    33. 33. include techniques“Student‟s individual, customised collection of preferred technology tools and techniques that he or she uses on a regular basis to complete a range of school and/or personal information, communication and learning tasks.” (Hay PhD research, 2012)
    34. 34.  Accessibility  Utility Ease of use  Time pressures Familiarity  Experience Return on  Previous investment (ROI)  Successful  Regular Convenience (combo of some or all of the above) (Hay PhD research, 2012)
    35. 35.  Just because the learning across curriculum areas is segregated, does this mean that students‟ use of technology tools has to be too PTT implies a level of critical evaluation, personal ownership and explicit preference in adopting and using those technologies that an individual student has in their toolkit Teachers and TLs need to respect student preference and gain an understanding of the reasons behind student choice in adopting or eliminating a particular technology However, we also need to find ways to help some students consider expanding or revising their PTTs (Hay PhD research, 2012)
    36. 36. rethink – rebuild – rebrand
    37. 37. Chiara iCentre: more than just a libraryMaureen Twomey, iCentreCoordinator, Assisi CatholicCollege, Upper Coomera, QLD PLC’s 1 degree bar. Permission to use photo by Gary Green
    38. 38. iCentre team resourcing of the curriculum reflects multi-format nature of our world supports inquiry learning, immersive learning experiences, knowledge construction works with teachers to design curriculum units that reconcile multiple literacies supports transfer and consolidation of literacies across the curriculum supports teachers to take risks as learning and technology innovators provides „nuts & bolts‟ technical support
    39. 39. Potential iCentre team pool Principal, deputy principal, assistant principal Directors of Curriculum, IT, e-Learning, Library/Information Services, Pedagogy, Research Head Teachers/Teaching Coordinators of curriculum, learning technologies, and Teacher Librarians Interested, leading teachers, early adopters Technical support staff – technology, library, administration
    40. 40. Convergence allows strategic conversations
    41. 41. Your challenge is... Not just survival
    42. 42. Embracing challengeNot survival = thrival
    43. 43. “We are on a learning journey with regard topedagogy and technology, but this building hasgiven us many more options to explore…”
    44. 44.
    45. 45.
    46. 46. The power of persistent searchPersistent search allows you to enter a searchterm once and receive real-time updateswhenever there’s a new result for that term,saving you time and ensuring you’re always onthe pulse of what’s going on.“If ur gonna use Google...”  Google Alerts for searches  Google Reader as an aggregator  iPhone/iPad apps
    47. 47.
    48. 48. CC BY-SA 2.0 by badjonni
    49. 49. Kotters 8-Step Change Model1: Create Urgency2: Form a Powerful Coalition3: Create a Vision for Change4: Communicate the Vision5: Remove Obstacles6: Create Short-term Wins7: Build on the Change8: Anchor the Changes in School Culture
    50. 50. From: Stowell & Mead. (2005). Ahead of the curve.
    51. 51.  Rethink how you connect with people Keep moving forward – that‟s what innovators do Leaders who take risks but can say „No‟ The law of linchpin leverage – 5 mins of brilliance per day
    52. 52.
    53. 53.
    54. 54.
    55. 55. It‟s a definite “It doesn‟t have to be possibility 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.”
    56. 56. LYN HAYLecturer in Teacher LibrarianshipSchool of Information StudiesCharles Sturt UniversitySLAQ 2012 Conference, Cairns 2-5 July 2012