This is a copy of the presentation I gave at the LIANZA (Library and Information Association of New Zealand Aoteartoa) conference in Hamilton in October 2013.
My presentation is called Paddling the Waters : our Journey to Ako Atea. It is about our new model of integrated learning and library support at Bay of Plenty Polytechnic. The presentation explains some of the drivers for the change, outlines some of our successes and challenges, and ends with my thoughts about the skills and leadership practices that seem to be suited to this model of service. The full paper can be found on the LIANZA website at http://www.lianza.org.nz/resources/conference-proceedings/2013/paddling-waters-our-journey-ako-%C4%81tea
Twitter, Tweeting, and Togetherness: The Impact of Social Media on Freshman ...Biola University
This study examines how Twitter is used to build connection among incoming freshman college students to their campus and community. The use of Twitter is examined in light of the theory of Bandura’s social learning theory, Tinto’s three stages, and Astin’s Involvement Theory. This pilot study examines a group of 36 incoming freshmen students who have never used Twitter or have a Twitter account but do not regularly tweet. The study seeks to examine how social media can be used to increase students’ connection to the campus community and leveraged as a medium of peer learning.
Strategic Student & Young Alumni EngagementJoseph Volin
This presentation addresses the process that Lewis University took to develop an engagement plan for student and young alumni programs sponsored by the alumni association.
eLearning Pioneers: Transforming Teaching and Learning In Saudia Arabia with ...Una Daly
The Open Education Consortium entered a partnership in 2015 with the National Center for e-Learning and Distance Education in Saudi Arabia to offer a year-long, comprehensive eLearning Pioneers Program. Motivations for forming this partnership included:
1. The Saudi Arabian Ministry of Education has a strong desire to expand access and enhance education through online and blended learning.
2. Saudi Arabian educators who want to teach online still face barriers due to assumptions that online teaching will be lower quality than traditional classroom teaching.
3. Cultural and religious restrictions on females can make online learning an attractive option for them.
4. Hosting institutions in the U.S. can benefit from having a cultural and information exchange with educators from another country.
The core of the program is built on sharing the principles of online learning in the U.S. and providing mentoring and internships to prepare female faculty and university leaders with skills in online and blending learning. Over forty participants from multiple universities and disciplines were nominated by their universities to learn and apply best online teaching techniques and practices and also interact in-person with U.S. faculty and administrators engaged in online learning at leading universities and colleges. Providing a strong foundation in eLearning tools and techniques, pedagogy, and learning theory the goal is for participants to bring back these new skills and strategies to better educate the Saudi population of girls and women.
Participants entered either a leadership or instructional cohort based on their university roles and mentoring, training, and summer internships were customized to support those roles.
Each participant developed a Personal Development Plan to capture their goals for the year-long program. These plans were reviewed with a mentor and updated throughout the year. Summer placements were provided at community colleges, state universities, and private colleges and universities in California, Massachusetts, and New Hampshire.
We will share participant reflections on different phases of the program as they progressed from personal development planning to earning an online teaching certificate, interacting with faculty and staff at U.S. colleges and universities, to implementing the new ideas back home.
Twitter, Tweeting, and Togetherness: The Impact of Social Media on Freshman ...Biola University
This study examines how Twitter is used to build connection among incoming freshman college students to their campus and community. The use of Twitter is examined in light of the theory of Bandura’s social learning theory, Tinto’s three stages, and Astin’s Involvement Theory. This pilot study examines a group of 36 incoming freshmen students who have never used Twitter or have a Twitter account but do not regularly tweet. The study seeks to examine how social media can be used to increase students’ connection to the campus community and leveraged as a medium of peer learning.
Strategic Student & Young Alumni EngagementJoseph Volin
This presentation addresses the process that Lewis University took to develop an engagement plan for student and young alumni programs sponsored by the alumni association.
eLearning Pioneers: Transforming Teaching and Learning In Saudia Arabia with ...Una Daly
The Open Education Consortium entered a partnership in 2015 with the National Center for e-Learning and Distance Education in Saudi Arabia to offer a year-long, comprehensive eLearning Pioneers Program. Motivations for forming this partnership included:
1. The Saudi Arabian Ministry of Education has a strong desire to expand access and enhance education through online and blended learning.
2. Saudi Arabian educators who want to teach online still face barriers due to assumptions that online teaching will be lower quality than traditional classroom teaching.
3. Cultural and religious restrictions on females can make online learning an attractive option for them.
4. Hosting institutions in the U.S. can benefit from having a cultural and information exchange with educators from another country.
The core of the program is built on sharing the principles of online learning in the U.S. and providing mentoring and internships to prepare female faculty and university leaders with skills in online and blending learning. Over forty participants from multiple universities and disciplines were nominated by their universities to learn and apply best online teaching techniques and practices and also interact in-person with U.S. faculty and administrators engaged in online learning at leading universities and colleges. Providing a strong foundation in eLearning tools and techniques, pedagogy, and learning theory the goal is for participants to bring back these new skills and strategies to better educate the Saudi population of girls and women.
Participants entered either a leadership or instructional cohort based on their university roles and mentoring, training, and summer internships were customized to support those roles.
Each participant developed a Personal Development Plan to capture their goals for the year-long program. These plans were reviewed with a mentor and updated throughout the year. Summer placements were provided at community colleges, state universities, and private colleges and universities in California, Massachusetts, and New Hampshire.
We will share participant reflections on different phases of the program as they progressed from personal development planning to earning an online teaching certificate, interacting with faculty and staff at U.S. colleges and universities, to implementing the new ideas back home.
Tracking and Scoring Engagement for More Effective DevelopmentPaul Ramsbottom
Strategic University Advancement Conference - Sydney 14-15 August 2013
- An introduction to scoring models and management of engagement with various stakeholders
- Doing more with less: Utilising data to identify opportunities to target your resources effectively
Paul Ramsbottom, Managing Director, ASI Asia-Pacific
Sources noted
Presented at ACPA 2015
A qualitative and quantitative study of transfer student involvement at a private research university, with Samantha Lamere & Taylor B. Jantz
Project to identify potential causes for the skills gap and provide suggestions on what can be done to encourage the development and expansion of a skilled workforce in our area.
UChicago [Presentation] - Wisr's Role in a Successful Engagement StrategyJohn Knific
By Meredith Daw
Associate Vice President
Executive Director, Career Advancement
Successful engagement plays a key role in:
- Student career outcomes
- Leveling playing field for low-income students
- Alumni institutional affinity and involvement
This session will explore how Elon University in North Carolina partnered with the local community to develop and implement Elon Academy, a college access and success program for high school and college students with financial need and/or no family history of college attendance. The session will cover how the partnership began, the program components of Elon Academy, assessment data, and lessons learned from the university-community partnership.
Tracking and Scoring Engagement for More Effective DevelopmentPaul Ramsbottom
Strategic University Advancement Conference - Sydney 14-15 August 2013
- An introduction to scoring models and management of engagement with various stakeholders
- Doing more with less: Utilising data to identify opportunities to target your resources effectively
Paul Ramsbottom, Managing Director, ASI Asia-Pacific
Sources noted
Presented at ACPA 2015
A qualitative and quantitative study of transfer student involvement at a private research university, with Samantha Lamere & Taylor B. Jantz
Project to identify potential causes for the skills gap and provide suggestions on what can be done to encourage the development and expansion of a skilled workforce in our area.
UChicago [Presentation] - Wisr's Role in a Successful Engagement StrategyJohn Knific
By Meredith Daw
Associate Vice President
Executive Director, Career Advancement
Successful engagement plays a key role in:
- Student career outcomes
- Leveling playing field for low-income students
- Alumni institutional affinity and involvement
This session will explore how Elon University in North Carolina partnered with the local community to develop and implement Elon Academy, a college access and success program for high school and college students with financial need and/or no family history of college attendance. The session will cover how the partnership began, the program components of Elon Academy, assessment data, and lessons learned from the university-community partnership.
Optimizing Facebook for your student news organizationBen Eveloff
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Teaching with Facebook | Social Media in the Classroom: The BootcampBen Eveloff
This presentation is from the Short Course pannel I participated in, “Social Media in the Classroom: The Boot Camp,” at the Central States Communication Association, Cleveland, OH, March 29, 2012. In this presentation I outlined ways college instructors could use Facebook in their teaching strategies.
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2hrs en compagnie de 90 chirurgiens spécialistes pour leur présenter un topo du numérique, tel qu'il est aujourd'hui et sera peut-être demain. Ensemble nous avons vu comment le numérique affecte:
- les individus et leur "moi" numérique sur Internet
- les entreprises, et surtout les bénéfices qu'elles en retire
- la sécurité relative des mots de passe
- la protection de la vie privée, si cela est possible
- les objets, qui se connectent maintenant à l'internet
Nous terminons en regardant comment il est périlleux de ne pas participer au numérique et d'attendre que la transformation soit bien en marche pour prendre le pas.
The Growing Community of College OER Projects May 2015Una Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free open webinar on the growing community of College OER projects. We will be featuring college OER projects from the Minnesota State Colleges and Universities (MnSCU), College of the Canyons in California, as well as updates from the Maricopa College District in Arizona and the growing OER movement at Oregon community colleges.
Our speakers will share strategies to support faculty awareness and adoption of open textbooks and open educational resources. We will also have faculty sharing how open textbook adoption affects course design and departmental policies as well as feedback from their students on the use of free and open textbooks.
Date: Wednesday, May 13
Time: 10 am PST; 1:00 pm EST
Featured speakers:
• Katie Coleman and Thea Alvarado, Sociology faculty and open textbook editors, College of the Canyons, California
• Todd Digby, System Director of Academic Technology, MnSCU, Minnesota
• Paul Golisch, CIO & Dean of Information Technology Paradise Valley College, Arizona and Maricopa College District OER Committee co-chair.
Directors Meeting - Sept 15, 2020
Featuring:
Julian Williams, Vice President for Diversity, Equity and Inclusion
Katherine Hilson, Professional Development Team, Admissions
Jessie McNevin, Professional Development Team, Capstone Scholars Program
Dennis Pruitt, Vice President for Student Affairs
What’s the best way to engage parents and families in flipped learning? Watch a roundtable discussion and get the perspective of parents, teachers and administrators on best practices in school-to-home communications in a flipped learning environment. Our in-depth discussion will include:
1. How strong school-to-home connections can improve the flipped learning experience for parents, teachers and students
2. Why you’ll need to connect with parents and families differently to support a flipped learning environment
3. Tips to connect with students and their families outside the classroom
4. What parents want to improve collaboration and communication between school and home
Speakers from St. Louis Schools (MI) and FLN
Symposium on Parent Engagement - Session 3 "How Family Engagement Impacts Stu...Schoolwires, Inc.
One of the nation’s leading experts in educational leadership and partnership shares critical findings from her extensive research on family engagement and how it impacts student achievement. Gain a deeper understanding of how to implement a capacity-building framework to engage families more effectively, and explore the specific components required to create successful family engagement initiatives.
Speaker: Dr. Karen Mapp, Senior Lecturer on Education – Harvard Graduate School of Education
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
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Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
1. Paddling the Waters: Our Journey to Ako Ātea
Lee Rowe
@leerowe
Bay of Plenty Polytechnic
2. Ako Ātea – a tributary of Ako Awe
Ako: to learn,
study, instruct,
teach, advise
Awe: strength,
power, influence
Ātea: clear, free
from obstruction
3. Session Overview
• Drivers for change
• Explanation of model
• Successes &
challenges
• Skills & Leadership
Easy paddle by Topshampatti on Flickr CC
4. Student Profile: Shane*
•
•
•
•
•
•
•
16 years of age
Been in CYFs care since aged 10
No family support
Mental health issues
Finds socialising tricky
No car and homeless for a period of time, living on street
No computer or internet access at home
*Names have been changed
5. Student Profile: Mariana *
• 45 years of age with 5 children
• Been on DPB for a very long time
• Left school with no quals
• Very overwhelmed when she first started on the course
• Never had a home computer or internet access
*Names have been changed
27. Implications of Change
• No ‘library’
anymore…but
• Librarians more
important than ever
“ A librarian is a data hound, a sherpa, and a teacher.
The librarian is the interface between reams of data
and the untrained but motivated user” (Godin, 2011).
30. Is it working?
• Student perceptions
• Staff perceptions
• Foot traffic higher, Māori learners a
significant presence
31. Is it working?
2012 EPIs improved:
• 83% course completions cf .80% year before
• 73% retained in study cf. 58% year before
• 38% progressed to higher study cf. 24% year before
• 78% Maori course completions cf 75 % year before.
33. Skills for Paddling the Waters
•
•
•
•
•
•
•
Connections
Te Ao Māori
Question & Listen
Adaptability, flexibility
Passion, commitment, care
Love of learning
Social & connected
Rope by Matti Mattila on Flickr CC
34.
35. Skills for Navigating the Waka
De
Vision
Constructive challenge
Presence
Accept ambiguity
Support identities
Show appreciation
Recruitment
Have fun
“Climate control, not command and control” (Robinson, 2013).
Rope by Matti Mattila on Flickr CC
36. Ako Ātea
acts as a connector
New Zealand River by Abaconda on Flickr CC
38. References
(a full list of sources can be found in my conference paper on the LIANZA website: http://bit.ly/1caf0QM)
Abaconda. (2006). New Zealand river. [Image]. Retrieved from Flickr CC: http://www.flickr.com/photos/abaconda/5593240839/
Finch, M. (2013a, Sep 20). It's about passion, care, and commitment as much as expertise @catatonichic #parkeslib http://t.co/nKWvLxdrOk
[Twitter post]. Retrieved from https://twitter.com/booksadventures/status/380861222238687232
Finch, M. (2013b, Sep 20). #ParkesLib Orgs need to hire people who are fun, energetic and want to be part of the conversation. @catatonichic
[Twitter post]. Retrieved from https://twitter.com/booksadventures/status/380860852590497792
Godin, S. (2011). The future of the library. Retrieved from http://sethgodin.typepad.com/seths_blog/2011/05/the-future-of-the- library.html
Lilley, S. (2008). Information barriers and Māori secondary school students. Information Research, 13(4). Retrieved from
http://informationr.net/ir/13-4/paper373.html
Mattila, M. (2012). Rope. [Image]. Retrieved from Flickr CC : http://bit.ly/1ftvckv
Topshampatti. (2006). Easy paddling. [Image]. Retrieved from Flickr CC: http://bit.ly/1ehGUM5
VernsPics. (2012). Glacial flow. [Image]. Retrieved from Flickr CC: http://www.flickr.com/photos/taspicsvns/8257519436/
Editor's Notes
Kia orakoutoukatoaKo Lee Rowe takuingoaI’m the KaiarahiAkoĀtea at Bay of Plenty Polytechnic. Naumauhaeremai - welcome to this session “Paddling the Waters : our Journey to AkoAtea”
AkoĀtea is a learning commons that opened in 2012, and is part of a new student support services model called Ako Awe. ‘Ako Awe’ was created after the merging of three separate business units: a learning centre, a library, and a teacher development unit.
In today’s session I’m going to explain why our new model Ako Awe was introduced, and how it works, with a particular focus on AkoĀtea. I’ll also discuss some of the challenges and successes we’ve faced, and conclude with some thoughts about the staff skills that seem to me suited to this model. I hope you enjoy this presentation. I’m going to begin by telling you about 2 of our students who began bridging courses with us earlier this year.
16 years of ageBeen in CYFs care since aged 10No family supportMental health issuesFinds socialising trickyAttendance was an issue. No car and Homeless for a period of time, living on street, took off to Hamilton early in the course.No computer or internet access at homeDoing the course because his older brother told him that he would take him on if he finished a course at Tech.
45 years of age with 5 childrenBeen on DPB for a very long timeLeft school with no qualsVery overwhelmed when she first started on the courseNever had a home computer or internet accessPut quite simply, our new model was created for these 2 students and the many others like them. All learners bring their own uniqueness and individual challenges with them. But there are some, like these three, who face really significant hurdles. I’ll come back to these 2 students later on in the presentation.
Here is a little bit of wider demographic background about our Polytech, to help put my discussion into context:Vocational higher educational institution in Tauranga3204 equivalent full time students Māori learners contribute to 31% of the institution’s students which indicates the relevance of the Polytechnic to Māori, especially as Māori account for just over 16% of the population in the region. 1% Pacifika and quite low numbers of 1% International.The majority of our students are under 24 years of age, with many under 20. And of course we have a significant number of mature students as well.
Provides a lovely complex mash-up for student support services! Diverse needs. Old young, tradies, academics, with a mix of cultural backgrounds with high percentage Māori.
For this discussion I’m going to group these categories – Education, Political, Socio-Cultural and Technological.
Changes in teaching and learning pedagogies were one of the drivers for change. For example collaborative learning methods whereby students work together much more, meant we needed an environment more suited to support group work.From a library perspective, most of our help desk queries had become IT related but support being provided to students was fragmented. The separate Library Team and Learning Centre Teams, alongside our IT department, although making valiant attempts to work together cooperatively was basically an un-cohesive service with lots of duplication and frustration for staff and students. There was a clear need to a provide more effective, streamlined IT support service.Similarly the Learning Advisors and the Librarians were trying hard to collaborate, but our separate team structure wasn’t conducive for sustained collaboration.
One of the drivers for the creation of Ako Awe political environment. In New Zealand, government agencies monitor and measure our performance using educational performance indicators (EPIs). Some of the EPIs are: more people completing qualifications at levels four and above, more Māori and Pacifika learners achieving at higher levels, and more students progressing to higher level qualifications. Bay of Plenty Polytechnic’s performance is in the upper quartile of the Polytechnic sector for most although not all of the indicators. There is a strong push for us to increase levels of performance. There are big chunks of government funding which are tied to achieving performance measures.
Whether this economic focus on performance is good or bad is a topic of current debate in education circles, but if we take a positive view we can say, that it does help put a sharp focus on learner success.
This economic focus has been somewhat balanced by an emphasis on cultural identity, inclusion and social development. There’s been a strong push to address inequities, reduce barriers for disadvantaged learners, and improve the achievements of Māori and Pacifica. Many of our students are first generation tertiary learners who may not have the benefit of the ‘lived experience’ of tertiary study at home or within their whanau. Māori learner outcomes have been a priority for the Polytechnic for some years. The Bay of Plenty Polytechnic has developed TeWakaHourua, “The Twin Hulled Waka” which is a programme aimed at providing “an environment where Māori aspirations are valued...and supported.
Ako Awe can be seen one of the manifestations of TeWakaHourua and the organisations’s values of Manaakitanga, Kotahitanga, and Whanaungatanga.ManaakitangaMana – prestige of others, Mauri, power within us all.We ask ourselves – does what we do bestow this value? WhanaungatangaWhanau - familyAn idea behind this value is that we are never alone. It is about relationships, networking, connections, belonging. We ask ourselves – does what we do grow a sense of belonging, are we helping make connections? KotahitangaUnity of purpose. We are on a journey together – unified. We ask ourselves – are we together on this? Does everyone understand, has everyone had a chance to contribute?These factors and the stories of Shane and Mariana are the main drivers for the creation of Ako Awe.
I’m now going to provide an overview of how the new model operates. Like the tributaries of a river which are often intertwined, it is tricky to unravel the team’s functions.
but in general AkoAwhina tributary is a group providing specialist learning and knowledge support. The AkoĀtea tributary focus on providing generalist help in AkoĀtea and also health services and technical library functions.
I’m now going to show you a short video which will help to give you an idea of what happens in AkoAtea. This is part of our Orientation video that is shown to all students at the beginning of each semester.
I’m now going to tell you about AkoĀtea. AkoĀtea can be seen as the reconfiguration of a traditional library and learning centre into a new learning commons. Philosophically and literally the walls between the separate Library and Learning Centres came down in creating the new space.
Now a bright, new place, AkoĀtea reflects a global trend in the transformation of libraries from book repositories to community hubs. It has a range of learning spaces, including social, group study rooms and quiet space.
There are help points, a library collection, PCs and laptops, wireless access, and cafes. A Health Centre provides health and counselling services. The intention is to make it easy to access a range of services in one place, in a seamless, integrated fashion.
By providing flexible spaces, where furniture can be moved around, students have more ownership - the space belongs to them and they determine the learning and social dynamic.
This is how they’ve arranged it on this particular day.
In AkoĀtea, generalist staff are available to help students with their learning, technology, information, social and pastoral care needs. A triage system is in place where if students require more help they are referred to the specialised learner or knowledge facilitators.Facilitators work in the open with the learner. The intention is both increase accessibility, reduce the power imbalance between staff and student.
There is a focus on whanaungatanga, on supportive relationships. New learning is stressful, and learners need the support provided by relationships with others to help them cope with that stress. The term AkoĀtea is a touchstone for us - ātea meaning ‘clear, free from obstruction’. So there is an emphasis on reducing as many barriers possible.
It’s a space where students feel safe on their own
and relaxed.
An ātea is the space in front of the wharenui on a Marae where the formal welcome takes place and where issues are debated. So it is a particularly meaningful name for our space which aims to increase a sense of belonging and foster conversation and connection.
The change process that resulted in the creation of Ako Awe was significant. Although overall employee numbers were not reduced but there was an impact on staff, with departures, beginnings, role changes, and major shifts in ways of working. One example is that there is no longer a single library unit; library functions are spread throughout the Ako Awe model. In addition there is no longer a place called ‘The Library’ – however there is a library collection, supporting services, and qualified library professionals. What is important however is that the role of librarian is still needed as this quote from Seth Godin points out.In our ubiquitous but inequitable and complex digital world – guidance is needed now more than ever. Our learners may be savvy with their smart phones but that doesn’t mean they have had a computer or internet access in their homes or have the digital or information literacy skills need to succeed in higher education, or out there in the wider world.
Does it matter what we call this place? I don’t think so. What is important is having a safe space which functions as a ‘connector’, where people’s identity is enhanced, where there is a culture of sharing, where relationships come first. We also need to recognise that for many of our learners the idea of a library is not familiar or comfortable; as Spencer Lilley points out in his research on Maori secondary school students, it could even be alienating if previous experiences have been difficult or embarrassing (Lilley, 2008).
Some aspects of new roles were too broadly defined or ambiguous. A consequence of ambiguity in roles is a tendency for an individual to determine the nature and type of work they do, which can be ok, but there is a bit of a risk of going off track. Work is progressing to achieve more clarity and purpose through the establishment of portfolios and more guidance.However there is also an advantage in ambiguity, as it can be a source of creativity.One examples of innovative and creative practices initiated by staff including a successful Breakfast Club project – free weekly breakfast in AkoĀtea.
Ako Awe was established to help raise levels of student achievement, particularly for Māori. So is it working? It is always difficult to show a direct correlation between the contributions that learning support or library services make to rates of student achievement, it is possible to look at various sources of data for indications of success.In a recent student survey of our services, 88% of students indicated that the assistance they had received in AkoĀtea had contributed to the completion of their study. 91% of students would recommend services to another student. 89 % of academic staff believed that Ako Awe services contribute to student completions. Foot traffic in AkoĀtea is high, much higher than the previous library. Informal observation and anecdotal evidence indicates a high proportion of visitors and users of the service are Māori learners.
The 2012 EPIs showed improvement from the year before. • Course completions were up 3%• Students retained in study increased by 15%• 14 % increase in progression to higher study• 3 % increase in Maori student completions.
Now I’d like to come back to the stories of those 2 students I described at the beginning of this session. Perhaps this is the best evidence.With lots of support put in place by Ako Awe staff and their tutors, plus many hours hanging out and studying in AkoĀtea: Shane – now has a home, a support network, and is fully expected to complete his course and moving onto a higher level with us.Mariana, has caught the learning bug, and will also go on to further study. Framed her first marked assessment (library orientation) and hung it on the lounge wall at home. Hugely proud and confident, now supporting other students.
And in the remaining few minutes my session I’d like to share with you some of my thoughts about the generic skills suited for this environment.• An ability to facilitate connections between people and people, as well as between people and information.• Having Māori staff is key, but all staff need to be willing to recognise TeAo Māori in order to understand the diversity within our community. • Questioning and listening skills – knowing how to ask effective questions to uncover the real needs and concerns of customers and colleagues.• Adaptability, flexibility, willingness to try new ways of working. • Passion, commitment, care, are as important as expertise (Tosca as cited in Finch, 2013a) which can be trained• Love of learning – the library and education environments are changing,and offering different services, and experimenting with their spaces and technology, staff need to be technically fluent and willing to transform themselves• Social and connected. When libraries have a social role, they need social staff. This doesn’t mean everyone needs to be extraverts... we need our introverts more than ever...but it does mean developing our connectedness and our abilities to facilitate connections.
These are some of the amazing AkoĀtea staff who are so great at creating those connections
Be able to paint a picture of where you are headed. Actively communicate the organisation or team’s vision.Accept ambiguity – help provide clarity where needed, but don’t expect perfectionism.Be present, and be interested, walk amount amongst the staff and the community.Support professional identities which can be challenged in an integrated model like thisEncourage respectful and constructive challenges to your own approach and ideas. Show appreciation and recognise achievement.Relinquish control. Allow others to make decisions and act.Recruit people who are social, energetic, and want to be part of the conversation (Tosca as cited in Finch 2013b).Have fun and support your team (and yourself) to find ways to replenish and restore energy Ako Awe was just a concept at the end of 2011. Turning the concept into reality can be compared to undertaking a journey along a challenging waterway. It is appropriate then to quote from Kuku Wawatai our Former Director and whose vision drove the creation of our new model. “Ako Awe’s travellers have needed to learn to understand the winds and the currents; choose the right sails, and when to change and how to give direction. Water is both a friend and an enemy. It tests people, but also gives them connection and life support. In travelling across a river, people don’t take a straight line. They go upstream, they go downstream. They reflect and negotiate pathways through obstacles. They take nourishment where they can from the food sources and calm moments along the way”.
Bringing it back to the wider library context, a key message is that libraries have a social and psychological role, and we need to prioritise our services on where the need is greatest in our communities.It is hoped that this presentation has explained the concept of Ako Awe and shown how one of its tributaries AkoĀtea acts as a ‘connector’, supporting identity, diversity and providing a physical and social pathway to information access and lifelong learning.
Kia ora and thank you for your time. If you have any questions, I’ll be around for the rest of conference so please I’d love to speak with you.