Presentation on the collaborative practice between teachers and librarians in New Zealand and the place of information literacy and critical thinking skills in this practice
Creating an Information Literate CommunitySenga White
Presentation at the SLANZA 2017 Conference in Auckland, New Zealand July 17th describing why and how to establish and embed information literacy skills through the curriculum
Tertiary Transition - Bridging the Information Literacy GapSenga White
Presentation to FYSEC2017 (First Year Science Educators) on The Tertiary Prep Programme and the need for robust information literacy skills in the transition to academic learning
The cloak of invisibility: Mind-reading, magic & other librarian superpowersSenga White
Librarians know their “superpowers” and a collaborative mind-set is but one of them. However, they often feel like they’re wearing a cloak of invisibility when attempting to establish their role in supporting the curriculum in schools and initiating collaboration in less “traditional” areas, or outside the physical library environment. The need for such collaborative approaches in education has never been more important or urgent. They are foundational to effective pedagogy and enhance the way schools function in an increasingly networked world. (Core Education, 2018), but effective outcomes-based collaboration is not yet deeply established – so there are few friends or colleagues to learn from. (Munby & Fullan, 2016). This workshop will discuss the current New Zealand research into teacher/librarian collaboration, and explore the role of librarian leadership in this while providing examples of how and why it works.
Libraries, learning, and leadership: a librarian perspectiveSenga White
Presentation to the Information LIteracy Spaces research team about the barriers and opportunities for librarian leadership in education in New Zealand
Creating an Information Literate CommunitySenga White
Presentation at the SLANZA 2017 Conference in Auckland, New Zealand July 17th describing why and how to establish and embed information literacy skills through the curriculum
Tertiary Transition - Bridging the Information Literacy GapSenga White
Presentation to FYSEC2017 (First Year Science Educators) on The Tertiary Prep Programme and the need for robust information literacy skills in the transition to academic learning
The cloak of invisibility: Mind-reading, magic & other librarian superpowersSenga White
Librarians know their “superpowers” and a collaborative mind-set is but one of them. However, they often feel like they’re wearing a cloak of invisibility when attempting to establish their role in supporting the curriculum in schools and initiating collaboration in less “traditional” areas, or outside the physical library environment. The need for such collaborative approaches in education has never been more important or urgent. They are foundational to effective pedagogy and enhance the way schools function in an increasingly networked world. (Core Education, 2018), but effective outcomes-based collaboration is not yet deeply established – so there are few friends or colleagues to learn from. (Munby & Fullan, 2016). This workshop will discuss the current New Zealand research into teacher/librarian collaboration, and explore the role of librarian leadership in this while providing examples of how and why it works.
Libraries, learning, and leadership: a librarian perspectiveSenga White
Presentation to the Information LIteracy Spaces research team about the barriers and opportunities for librarian leadership in education in New Zealand
The Beating Heart of the School? Teacher and Librarian Perspectives on the Sc...Senga White
Presentation on initial survey results of the relevance and use of secondary school libraries in New Zealand at the RLL-2 (Research by Librarians for Librarians) Symposium in Auckland, May 2018
In an open discussion format, participants will gain valuable insights gleaned from Kelly Gallagher’s acclaimed book, Readicide. Are we killing reading in public schools? If so, how? What can we as educators do about it? How do we get students motivated and interested in reading? Come for this important reflective discussion about the current reality of reading in our schools and how we have the power to initiate change and support students to help them become readers.
Slides from my SLANZA presentation outlining some of the excellent ideas for promoting reading for pleasure that I discovered during my scholarship trip to the UK in Feb/Mar 2017.
Instructional Partnerships that Deliver SuccessSabrina Carnesi
This was a presentation presented in collaboration with Dr. Judi Moreillon of Texas Women's University and teams of teacher librarians from around the country representing Elementary, Middle and High School programs.
The Beating Heart of the School? Teacher and Librarian Perspectives on the Sc...Senga White
Presentation on initial survey results of the relevance and use of secondary school libraries in New Zealand at the RLL-2 (Research by Librarians for Librarians) Symposium in Auckland, May 2018
In an open discussion format, participants will gain valuable insights gleaned from Kelly Gallagher’s acclaimed book, Readicide. Are we killing reading in public schools? If so, how? What can we as educators do about it? How do we get students motivated and interested in reading? Come for this important reflective discussion about the current reality of reading in our schools and how we have the power to initiate change and support students to help them become readers.
Slides from my SLANZA presentation outlining some of the excellent ideas for promoting reading for pleasure that I discovered during my scholarship trip to the UK in Feb/Mar 2017.
Instructional Partnerships that Deliver SuccessSabrina Carnesi
This was a presentation presented in collaboration with Dr. Judi Moreillon of Texas Women's University and teams of teacher librarians from around the country representing Elementary, Middle and High School programs.
A collaborative exploration of the senses. Deaf students use film and animation techniques to broaden their understanding of sound.
This chapter offers a range of cross curriculum activities with a difference.
Before we begin, I have a question for you...
...Can you see sound?
A presentation based on Identity Day at Forest Green School held in 2010. This will become a tradition for our school as it was a wonderful event where students and staff were able to share about themselves.
Assessment, planning and evaluation in PlaycentreDalene Mactier
This booklet is the result of a group committed Playcentre whānau who worked on developing their understandings and ideas of what assessment, planning and evaluation in Playcentre involves. This guide provides some possible ways to engage in more meaning and manageable assessment.
Dr. Jim Parsons, a professor at the University of Alberta and director of the Alberta Initiative for School Improvement (AISI), and Kelly Harding, associate director for AISI.
LIANZA History Detectives in Action Conference PresentationSenga White
Online workshop at the Library Association of New Zealand Conference about how public libraries can lead the work to support local history component of the new Aotearoa New Zealand Histories Curriculum
Mind Lab Masters Symposium PresentationSenga White
Presentation of action research into engaging students' curiosity and creating a positive mindset to critical thinking using critical thinking and a Universal Design for Learning approach
Collaborative Pilot for Tertiary TransitionSenga White
Information about a pilot programme to trial a tertiary prep programme at Waimea College with Canterbury University and Senga White, using the Tertiary Prep Programme
Scaffolding Research and Guided InquirySenga White
Presentation on 16th October 2013 on scaffolding research and guided inquiry for Otago University teacher trainees as part of their Literacy Across the Curriculum paper which includes models, ideas and resources to achieve this.
Making a lasting connection with your school communitySenga White
Workshop presentation given at the SLANZA (School Library Association of New Zealand Aotearoa) in Wellington, July 2013 looking at What are the effective ways to promote library services and programmes to your wider school community?
How do you market these to your teachers or your parent community?
When you've created the opportunity, what should you tell them?
And once you've made those precious connections, how do you build on them and water the seeds you've planted?
An opening lesson to introduce students to the need for information and a process to research in a context they will be familiar with and can relate to
Presentation for LIANZA Library Assistants Day highlighting the range of tasks undertaken by school library teams and linking the intersections between schools and public libraries.
Presentation to the James Hargest PTA meeting 30th October 2012 on reading and research support through the Hargest libraries and how parents can help their children with this at home
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
4. “A process in which two or more
individuals work together to
integrate information in order to
enhance student learning.”
Patricia Montiel-Overall, 2005
What is Collaborative Practice?
5. “When librarians and teachers work together, students
achieve higher levels of literacy, reading, learning,
problem-solving and information and communication
technology skills.”
IFLA/UNESCO School Library Manifesto, 1999
What is Collaborative Practice?
“Collaboration means working smarter together,
rather than harder alone.”
Ministry of Education, New Zealand
7. REFLECT
INQUIRE:
What do the
students need
to learn?
REFLECT:
Do I have the
expertise?
YES:
How can I develop
my pre-existing
skills?
NO:
How can I ensure
students get the
best opportunities
to learn?
COLLABORATE
TOGETHER:
How can we develop
the knowledge we
offer our students?INQUIRE
GROW
10. “The gapbetween secondary and
tertiaryeducation in terms of literacy and
the learning environment is
bigger than anyone is
acknowledging.”
Emerson, Kilpin & Feekery (2014)Senga’s Space
11. Emerson, L., Kilpin, K., White, S., Greenhow, A., Macaskill, A., Feekery, A…
O’Connor, R. (2018). Under-recognised, underused, and undervalued:
School libraries and librarians in New Zealand secondary school
curriculum planning and delivery. Curriculum Matters 14, 48-68.
https://doi.org/10.18296/cm.0029
12.
13. If we wait until we’re ready,
we’ll be waiting for the rest of our lives.
Lemony Snicket, The Ersatz Elevator
Senga’s Space
31. Tūtira mai ngā iwi
Tātou tātou e
Tūtira mai ngā iwi
Tātou tātou e
Whai-a te marama-tanga
me te aroha - e ngā iwi!
Ki-a ko tapa-tahi,
Ki-a kotahi rā.
Tātou tātou e.
Line up together, people
All of us, all of us.
Stand in rows, people
All of us, all of us.
Seek after knowledge
and love of others - everybody!
Be really virtuous
And stay united.
All of us, all of us.
Waiata – Tūtira mai
33. Senga White
Research & Learning Coordinator
Southland Boys’ High School
Email: sengaw@windowslive.com
Website: http://sengawhite.nz
http://tertiaryprep.nz
Twitter: @motherofwinter
34. References
Education Review Office (2005). Student Learning in the information landscape. Wellington, New Zealand:
Education Review Office.
Emerson, L. (2018). Hidden in plain sight: Secondary school libraries. Retrieved from
https://educationcentral.co.nz/opinion-lisa-emerson-hidden-in-plain-sight-secondary-school-library-services/
Emerson, L., Kilpin, K., White, S., Greenhow, A., Macaskill, A., Feekery, A… O’Connor, R. (2018). Under-
recognised, underused, and undervalued: School libraries and librarians in New Zealand secondary
school curriculum planning and delivery. Curriculum Matters 14, 48-68. https://doi.org/10.18296/cm.0029
Ministry of Education & National Library of New Zealand. (2002). The school library and learning in the
information landscape. Wellington, New Zealand: Learning Media.
Editor's Notes
Introduction and mihi – welcoming everyone from the four winds to our time together here at Nottingham University
I am of Scottish decent, having been transplanted to NZ when I was a pre-schooler. Maori have a deep connection to their place in the world and have a strong affinity to their mountain, their river and their Iwi.
And to prove we’re all learners together, at the end of my presentation, if I’m brave enough – I will share a waiata, and invite you to participate.
I am in the UK thanks to a scholarship to investigate collaborative practice and librarian leadership – have been a librarian for almost 20 years – am professionally registered and have a postgrad in digital and collaborative learning, which is the first part of a Masters in Contemporary Education.
I’d like this to be a conversation so please feel free to make comments, ask questions as we go through
Not enough to create a haven of true learning in your library – you must spread that environment throughout the school – David Lankes
Brabara Gray, someone else who has written extensively on the subject, considers the whole point of collaboration is a “process through which parties who see different aspects of a problem can constructively explore their differences and search for solutions that go beyond their own limited vision of what is possible.”
Librarians – particularly in secondary or tertiary institutions – are better able to see the need for teachers and librarian working together. Not just a subject specialist, but recognises the transferability of ILS that teachers often don’t.
The school library is about empowerment, connectivity, engagement, interactivity, and its outcome is knowledge construction – Ross Todd
In our NZ context, there is no mandate for school libraries – and my understanding is that the UK is the same
Meaningful discussions about the place of school libraries in education in NZ has been missing for a long time.
ERO report on the information landscape found wide disparities and made a number of recommendations – all of which were largely ignored.
Teachers who get it are like gold.
A former English colleague of mine has articulated the benefits of cross curricular work, and following our collaborative efforts, went on to grow similar practices with teaching colleagues in other schools.
Research affirms the certain elements vital to successful teacher librarian collaboration – the people and their relationships – skills and temperament of librarians – combining the professional skills – understanding of librarian skills by teachers – sense of purpose, trust, collegial respect and support and growth mindset.
She put together this flow chart for a presentation we gave last year at an education conference in NZ.
I like that no matter whether a teacher feel’s they have the expertise to teach these skills or not, this pathway always leads back to collaboration, inquiry and reflection
Librarians need to be considered within the curriculum – we don’t and shouldn’t sit outside it
The place of the library and the library staff shouldn’t rest with individual schools but should be mandated by government
Otherwise we’re a “nice to have” not a “need to have”
Our professional skills and qualifications are often misunderstood or not understood at all which is a barrier to genuine collaboration
Research consensus suggests teacher/librarian collaboration has a verifiable track record of raising student achievement.
TLRI 2013-14 – Investigating academic literacy across secondary and tertiary sectors.
They identified that the heart of this gap was the fundamental misunderstandings about literacy and transition between teachers across the sectors, students independent learning skills, and a lack of communication across the sectors
Also identified the importance of ILS hence the Information Literacy Spaces TLRI project
From that initial 2 year TLRI, Lisa Emerson submitted a further funding project, specifically to investigating ILS skills across secondary and tertiary sectors AND the effect of collaborative practice on student learning.
How I became involved – through transition to tertiary education
Started work on tertiary prep in 2009 for students at the school I worked at – presented on this at LILAC in Glasgow 2012 – now a programme designed for students at any school or adults who have never studied at tertiary level, or haven’t done for some time
This is something that should be explicitly added to teacher training – potentially through disciplinary literacy or inquiry learning
So how does all of this fit into collaborative practice
Embedding and collaborating – where I’d got to at the end of 2012
Gathering my thoughts from where I’d come to where I was now
The ILSF – flexible programme designed to introduce, practice and embed ILS, research, DLS & Library skills into the curriculum across subjects, departments & year levels
Supported by activities – making the invisible visible
Templates – to make the implicit explicit
Iterative – to make the unknown known
Embedding the digital literacy, critical thinking and digital curriculum into the programme.
This year I’ve discovered the role of leadership in this process.
Specific lesson planning – what the achievement standard is and the learning objectives
Planning together and explicitly
Importantly! Capturing what worked, what didn’t, what needs to be developed or changed for next time
Pathways into the Junior School curriculum
Creating ways of embedding it into our Junior School
What seems most against collaborative practice is four letter word – TIME!
So how do we tackle this and make sure the time is used wisely and to best effect.
My approach to coloration – just in time, making notes, saying back what I heard and what we’ve planned and how is responsible for what. Often the rest can be done electronically (EGGS Tertiary Prep planning as example.)
Feedback from the group
Which brings us to the time where we’re going to finish with a traditional Maori waiata.
By Barry Mangham [CC BY-SA 3.0 (https://creativecommons.org/licenses/by-sa/3.0) or GFDL (http://www.gnu.org/copyleft/fdl.html)], from Wikimedia Commons