Future Skills, Schools & Libraries in a Changing World

Future Skills
Future Schools
Future Libraries
Karen Bonanno
Eduwebinar®
April 2021
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Introduction
Karen Bonanno
Founder of Eduwebinar
Edupreneur
Teacher, Teacher Librarian,
Adviser, Consultant, Educator
Leader at Genius School

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Key drivers for future skills change
Critical skills needed to be
future-ready
Scenarios for future schooling
Implications for school libraries

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A radically different future
Automation
Transform every job
90% of future jobs require digital skills
/ literacy
Increased demand for
entrepreneurial/enterprise skills

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Globalisation
Increasing globalised economy
Rapid shift towards working
remotely
Increase in service jobs being
outsourced overseas >
interconnected global solutions

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Flexible work
Rise of the gig worker for
economic recovery
Personal financial security
30%+ of the workforce
engaged in flexible work

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What will it look like?
Regular work –
either ongoing or
for a fixed term.
Shift work –
changed at
discretion of
employer.
Contract work –
fixed term of ad-
hoc nature.
Have a small
business – selling
time/experience.
Gig work –
short-term,
project or task-
based – on-
demand, shared
or peer-to-peer.
FYA, 2020. ‘The New Work Standard: How young people are engaging with flexible work’.
https://www.fya.org.au/report/the-new-work-standard/

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FYA, 2017. ‘The New Work Smarts:
Thriving in the New Work Order’.
https://www.fya.org.au/report/the-
new-work-smarts/

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From ‘Schools of the Future: Defining New Models of Education for the Fourth Industrial
Revolution’ 14 January 2020
https://www.weforum.org/reports/schools-of-the-future-defining-new-models-of-education-for-the-fourth-industrial-revolution

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World Economic Forum
https://www.weforum.org/agen
da/2020/10/top-10-work-skills-
of-tomorrow-how-long-it-takes-
to-learn-them/

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‘..there is growing acknowledgement of the
challenge to prepare young people for a
working life that is radically different from
that of previous generations. Numerous
reports have raised awareness of the types of
knowledge, skills and attributes that young
people will need to manage a successful
career in the rapidly changing world of work.’
Ithaca Group, 2019 ‘Future Ready: Research on incorporating career education into the Australian Curriculum’. P. 5.
https://cica.org.au/wp-content/uploads/future_ready_-
_research_on_incorporating_career_education_in_the_australian_curriculum.pdf

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https://en.unesco.org/news/one-year-covid-19-education-disruption-where-do-we-stand

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‘As we look to the future, it is clear
that there is no going back to the
education we had before the
emergency … If we are to realize the
ambition of SDG4, then we need to
pursue pandemic recovery efforts that
transform education.’
~ UN Deputy Secretary-General, Amina J. Mohammed, 6 April 2021

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Green School
https://www.greenschool.org/

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‘What will education look like in 20 years? Here are 4 scenarios’
World Economic Forum, 28 Jan 2021.
https://www.weforum.org/agenda/2021/01/future-of-education-4-scenarios/

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Schooling Extended
Participation in formal education continues & expands.
Academic certification continues to be the main
pathway to success.
Common curriculum & assessment tools.
Structure & student/teacher interactions remain
mostly unchanged.
International partnerships power digital learning
environments (public/private).
More personalised learning alters the nature of
teachers’ work > impact on teacher
education/professional learning.
Greater diversification of professional profiles in school
networks.

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Education Outsourced
Driven by parental response > diverse forms of education
emerge (private/community-based) as alternatives.
Choice plays a role > market value to different learning
paths.
Traditional bureaucratic governance/system-wide
accountability shrinks.
Learning programs provides learners flexibility to move at
their own pace > Virtual schooling.
Great variety of teaching profiles & working arrangements
> implications for professional/reputational status.
Learning networks (digital learning platforms) bring
different human resources together to address perceived
needs
Licenced flexible expertise.

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School as Learning Hub
Strong focus on decision making at local level > realise the
values they consider important.
Schools retain most of their functions > Re-schooling.
Experimentation & diversity of pedagogies > personalised
pathways within framework of collaborative work.
Activities planned in the context of learning ecosystems >
interconnected network of educational spaces.
Knowledgeable, networked teachers coexist > diverse
players offering variety of skills and expertise.
Strong partnerships leverage known resources, e.g.
museums, libraries, technological hubs, etc.
Specialist professionals as hubs.

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Learn-As-You-Go
Education takes place everywhere, anywhere, anytime.
Distinctions between formal and informal blurred.
Global learning opportunities > decline in established
curriculum structures / school systems.
De-schooling.
Builds on digital technology and artificial intelligence to
leverage collective intelligence.
Education, work and leisure combined.
High risk of social fragmentation.
Traditional teaching professionals vanish as individuals
become professional consumers (creators) of their learning.
Open/free market / network governance / communities of
practice (local, national, global).

https://school.geniusu.com/

https://school.geniusu.com/ https://www.geniusu.com/

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https://school.geniusu.com/

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‘ You either have
to be first, best,
or different.’
~Loretta Lynn

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Implications
• Accessibility
• Flexibility
• Responsiveness
• Resilience
School Libraries During and Post COVID-19 Series
https://eduwebinar.com.au/webinar-archive/strategic-management/school-libraries-during-and-post-covid-19/

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Accessibility
• Resources
– Physical / Digital
• Services
– Curation
• Programs
– Online / Offline
– Personal / Group

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Flexibility
• Spaces
– Physical / Virtual
• Personnel
– In library / out of library
– Tap into skills
• Break the rules (within reason)

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Responsiveness
• Students
– Reading / Research / SEL
• Staff
– Creation / Co-creation
• Community
– Supportive / Fun

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Resilience
• Create Certainty
• Commit to Competence
• Connect with Community
• Contribute Collaboratively
..be the first, or do your best,
or be different ….

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Alliance for Excellent Education n.d., Future Ready Librarians®
https://futureready.org/thenetwork/strands/future-ready-librarians/
ASLA 2013, Future learning and school libraries. https://asla.org.au/future-Learning-paper
Cox & Korodaj 2019, ‘Leading from the sweet spot: Embedding the library and the teacher librarian in
your school community’, ACCESS. https://studentsneedschoollibraries.org.au/article-leading-from-the-
sweet-spot/
Kukulsaka-Hulme, et. al. 2021, Innovating Pedagogy 2021: Open University Innovation Report 9.
http://www.open.ac.uk/blogs/innovating/
Wall & Bonanno 2014, ‘Learning and literacy for the future’, SCAN.
https://education.nsw.gov.au/teaching-and-learning/professional-learning/scan/past-issues/vol-33--
2014/learning-and-literacy-for-the-future
Wall & Bonanno 2014, ‘Learning and literacy for the future: Building capacity. Part two’, SCAN.
https://education.nsw.gov.au/teaching-and-learning/professional-learning/scan/past-issues/vol-33--
2014/learning-and-literacy-for-the-future-building-capacity--part-two

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