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Future focused library master
This document presents a review framework for school libraries to help them become future-focused. It discusses key aspects of a future-focused library such as learners, teachers, resources, spaces, and partnerships. Various standards and models are presented that address topics like instructional design, information literacy, learning communities, and more. The document encourages library leaders to choose a review framework, identify key performance indicators, set goals, take action, and document progress to address standards and improve the school library over time. The goal is to position the library as a dynamic learning environment that supports the curriculum, teachers, and students.
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Future focused library master
- 1. A review frameworkfor school libraries By Leonie McIlvenny The Future-focused Library
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- 3. How do wecreate a future focused library and what does it look like?
- 4. The hallmark ofa school library in the 21st century is not its collections, its systems, its technology, its staffing, its building, but its actions and evidence that show that it makes a real difference to student learning, that it contributes in tangible and significant ways to the development of meaning making and constructing knowledge. Transitions for preferred futures for school libraries (Todd, 2001, 4)
- 5. From: Future Learningand School Libraries (ASLA) Support curriculum goals Provide expertise Advocate lifelong learning Provide intellectual agency Enable students to become information and digital literate
- 6. The role andimpact of the teacher-librarian can be synthesized quite simply: teacher-librarians impact student learning and achievement by forming strong and positive relationships with members of the school community, especially the school principal; by collaborating with classroom colleagues to plan, develop and assess independent learning abilities in students; by fostering a recreational reading culture in the building; and by providing informal staff development opportunities. K. Haycock (personal communication, December 8, 2013)
- 9. Learners and Learning Teachers and Teaching Resourcing the Curriculum Facilitating Accessto Information Developing the Physical Environment LEARNING FOR THE FUTURE Learning Outcomes This guide has been our major reference for library reform in Australia since 1993. It was updated in 2001 to reflect the changes brought about mainly by the impact of digital literacies / technologies that became part of the educational landscape. The question is… IS IT STILL RELEVANT TODAY?
- 10. Don’t throw the babyout with the bathwater
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- 13. Space and time Curriculum, instruction& assessment Professional Learning Robust Infrastructure Budget & Resources Community Partnerships Data & Privacy Collaborative Leadership FUTURE READY LIBRARIAN Framework based on the Future Ready School Project
- 14. FUTURE READY LIBRARIAN Framework basedon the Future Ready School Project As schools seek to become Future Ready, it is necessary to identify and cultivate leadership beyond district and building leaders. School librarians lead, teach and support the Future Ready goals of their school and district in a variety of ways through their professional practice, programs and spaces. If properly prepared and supported, school librarians are well-positioned to be at the leading edge of the digital transformation of learning.
- 15. Changing the conversationabout librarians
- 18. Are librarians thekey to a Future Ready School? The alliance for Excellent Education launched its Future Ready Schools (FRS) initiative in October 2014 with the aim of leveraging technology and connectivity to personalise and transform learning. In June 2016, the Alliance, in partnership with the U.S. Department of Education’s Office of technology expanded FRS to position school librarians as leaders in this effort. There is a growing recognition that librarians were essential to the process. The FR Librarians Framework acknowledges that librarians play a powerful role in: Curating digital resources and tools Empowering students as creators Building instructional partnerships Designing collaborative spaces http://escholnews.com/2016/12/16/librarians-key-future-ready-school
- 19. Collaborative Engagement Learning Community Instructional Design Fostering Literacies Learning Environments LEADING LEARNING Standards ofPractice for Effective School Library Learning Commons Canadian Library Association 2014
- 20. LEADING LEARNING Standards ofPractice for Effective School Library Learning Commons Canadian Library Association, 2014 The Standards of practice for school library learning commons in Canada are framed around the core standards of practice that put school libraries at the centre of school improvement. They are intended as a guide for the journey from the more traditional school library program to the whole-school learning commons approach of participatory learning.
- 22. Reading Engagement Information Literacy Technological Literacy Reading Resources Technological Infrastructure Information Resources Model of theschool library as a dynamic agent of learning School Libraries Work! Research Foundation paper 20018
- 23. Model of theschool library as a dynamic agent of learning School Libraries Work! Research Foundation paper 20018
- 25. Improvement agenda Data analysis Instructional Design Culture of Learning Targeteduse of school resources Expert teaching team Systematic curriculum delivery Differentiated teaching and learning Effective pedagogical practice School - Community Partnerships NATIONAL SCHOOL IMPROVEMENT TOOL ACER, 2012
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- 29. Learners • Resource-based inquirylearning • Reflection and metacognition • Students as curators and creators of information and knowledge • Engaged readers • Student self-efficacy
- 31. Teachers • Instructional Partnerships •Personalised Professional Learning • Evidence-based practice • Differentiated learning and negotiated curriculum • Resource-based / informed curriculum development • Technology infused participatory teaching and learning
- 32. Access • Robust infrastructure •Participatory teaching and learning through online learning environments • Equity of access to information resources • Access, storage, organisation and circulation of resources (policies and procedures) • IMS / LMS
- 33. Resources • Use ofspace and time • Resource selection, acquisition and management • Budget • Equity of access to information resources • Access, storage, organisation and circulation of resources (policies and procedures)
- 34. Spaces • Physical spacessupporting participatory / collaborative learning • Virtual spaces supporting participatory / collaborative learning • Equity of access to information resources for all students • Adaptability of learning spaces
- 36. Partnerships • Collaborative teachingand learning • Community partnerships • Consultative partnerships • Professional Learning Networks
- 38. Where to fromhere?
- 39. A teacher librarian,within a 21stcentury learning environment, is an instructional leader, curriculum designer, consultant, collaborator, mediator for students and staff to achieve best practice in learning. Create your own definition……..
- 40. Plan of action Establish your own review framework or choose one that closely relates to your context. Identify the key performance indicators that will you will use for the review process Establish your current situation for each of these KPIs Prioritise each in the order of importance or maximal impact Set short-term, medium-term and long-term goals Take action on one goal Be visible and vocal in what you are doing. Formalise the process and document in such a way that it addresses any systemic and or school requirements.
- 41. AITSL Standards Explorehow this process addresses the AITSL Standards.
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Editor's Notes
- #4 At a time when many schools are repurposing their libraries, building new innovation centres and creating new learning spaces, commons and hubs it is a perfect time for library professionals to step –up and take on a role of guidance support in an advisory capacity. But how can we do this? What road maps are out there to help us in this endeavour? Today’s webinar is designed to explore a number of strategies, tools and frameworks that I have found that may help guide that transition into a future ready status for us and our libraries.
- #5 There is no shortage of evidence and quotes which espouse the virtues and value of having a qualified staff in the school library but….
- #11 While many may consider that the performance indicators /criteria identified in each of the 5 domains in Learning for the Future I am very much of the opinion that one must not throw the baby out with the bathwater – It’s a good idea to look closely at what once was an essential document / framework to see if it is still relevant.