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Porto Keynote James


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James Henri, Oporto 2009

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Porto Keynote James

  1. 1. James Henri President: International Association of School Librarianship: Director:
  2. 2. <ul><li>They are the same issues they have faced for the past decade and longer. They just seem to be getting tougher. </li></ul><ul><li>A major problem is the disconnection between school and the rest of living. </li></ul><ul><li>Schools are a problem! </li></ul>James Henri 2009
  3. 3. <ul><li>Teachers and their teaching </li></ul><ul><li>Textbooks and Curriculum </li></ul><ul><li>Testing as a measure of learning </li></ul><ul><li>Add-on technology </li></ul><ul><li>Building design </li></ul>James Henri 2009
  4. 4. Teacher as emperor James Henri 2009
  5. 5. James Henri 2009
  6. 6. James Henri 2009
  7. 7. James Henri 2009
  8. 8. <ul><li>What are the words you think of when the idea of a railway pops into your mind? </li></ul>James Henri 2009
  9. 9. <ul><li>Know where its going </li></ul><ul><li>Dependable </li></ul><ul><li>Comfortable </li></ul><ul><li>Runs to a tight timetable </li></ul><ul><li>Meets a set of standards </li></ul><ul><li>Infrastructure </li></ul>James Henri 2009
  10. 10. <ul><li>Why are schools designed like a set of railway lines? </li></ul><ul><li>Why are schools designed around classrooms? </li></ul><ul><li>Why do schools have fixed Time Tables? </li></ul><ul><li>Why are curriculums based on Subjects </li></ul><ul><li>Why are students grouped by age? </li></ul>James Henri 2009
  11. 11. <ul><li>Because this makes life easier for Teachers </li></ul><ul><li>BUT </li></ul><ul><li>It can make school very, very, very, boring for learners </li></ul>James Henri 2009
  12. 12. <ul><li>Inevitably leads to teaching to the test. </li></ul><ul><li>Disregards the learner. </li></ul><ul><li>Is rarely authentic. </li></ul><ul><li>Rarely takes account of learning style. </li></ul><ul><li>Tends to be competitive rather than collaborative. </li></ul>James Henri 2009
  13. 13. <ul><li>Typified by isolated laboratories which isolates the technology from the learning. </li></ul>James Henri 2009
  14. 14. <ul><li>Technology is not changing teacher practice. </li></ul>James Henri 2009
  15. 15. <ul><li>If you wanted to make children’s lives uninteresting you would put them into a school for as long as possible. </li></ul><ul><li>I’m thinking of uncomfortable chairs, tightly packed classrooms, lack of privacy, little connection to the ‘real world’. </li></ul>James Henri 2009
  16. 16. <ul><li>Teachers are isolated in their own spaces and this means that they don’t learn from each other and they rely on trusted tools and methods. </li></ul><ul><li>Who is teaching the teachers? </li></ul>James Henri 2009
  17. 17. <ul><li>Student centred learning </li></ul><ul><li>Learners making information </li></ul><ul><li>Good School Libraries </li></ul><ul><li>Teachers who are learners </li></ul><ul><li>Technology coming to the learner (immersion) </li></ul><ul><li>School inside a library </li></ul>James Henri 2009
  18. 18. Teacher as facilitator James Henri 2009
  19. 19. <ul><li>It is not about Teaching!!!! </li></ul><ul><li>Once we place the student at the centre we change everything. </li></ul>James Henri 2009
  20. 20. James Henri 2009
  21. 21. <ul><li>And they need to be able to make their own information and to have confidence in it. </li></ul>James Henri 2009
  22. 22. <ul><li>Include: </li></ul><ul><li>On demand access to the school community </li></ul><ul><li>Links to the classroom and to teachers </li></ul><ul><li>Connection to the curriculum (cf D. Loertscher) </li></ul><ul><li>Integration to school mission and (information) policies </li></ul><ul><li>And…. </li></ul><ul><li>And…. </li></ul>James Henri 2009
  23. 23. <ul><li>See: </li></ul><ul><li> </li></ul><ul><li> </li></ul>James Henri 2009
  24. 24. <ul><li>School librarians must shift their focus from students to teachers. </li></ul><ul><li>Only when teachers are information literate will they understand the information needs of the learners. </li></ul>James Henri 2009
  25. 25. <ul><li>It’s a digital world…BUT… </li></ul>James Henri 2009
  26. 26. <ul><li>These create images of…. </li></ul>James Henri 2009
  27. 27. <ul><li>Networking </li></ul><ul><li>Person centred activity </li></ul><ul><li>Just in time activity </li></ul><ul><li>Making learning </li></ul><ul><li>Point towards a flexible future </li></ul>James Henri 2009
  28. 28. <ul><li>Open and flexible spaces </li></ul><ul><li>Students and teachers exploring together </li></ul><ul><li>Information rich and information articulate </li></ul>James Henri 2009
  29. 29. <ul><li>Question: What does your school think about information? </li></ul>James Henri 2009
  30. 30. <ul><li>Old: Library in school </li></ul><ul><li>New: School in library </li></ul>James Henri 2009
  31. 31. <ul><li>Collections </li></ul><ul><li>Laboratories </li></ul><ul><li>It is not what you have but how you use it. </li></ul>James Henri 2009
  32. 32. <ul><li>The library space must be comfortable and attractive. </li></ul><ul><li>Reading must be something children and adults WANT to do. It must not be seen as WORK. </li></ul><ul><li>Testing reading makes reading the enemy. </li></ul>James Henri 2009
  33. 33. <ul><li>Technology must be incorporated into all elements of learning. This will enable students to make their own knowledge. </li></ul><ul><li>Students can teach the teachers. </li></ul>James Henri 2009
  34. 34. <ul><li>Photocopy learning is no more than a parrot talking </li></ul><ul><li>Understanding how information works, and knowing how to make information, is at the heart of good learning </li></ul>James Henri 2009
  35. 35. <ul><li>After three lessons I know the Thoughts of Chairman Mao by heart. What have I learned? </li></ul><ul><li>My mother tells me I must do well at school. What have I learned? </li></ul><ul><li>I have watched the news every night for a month. What have I learned? </li></ul><ul><li>I completed a project on the 2008 Olympic Games. What have I learned? </li></ul>James Henri 2009
  36. 36. A question of: ENGAGEMENT James Henri 2009
  37. 37. A question of: EVIDENCE James Henri 2009
  38. 38. A question of: CONNECTION Nutrition Pollution Transportation Mathematics Culture James Henri 2009
  39. 39. James Henri 2009
  40. 40. <ul><li>A school community that places a high priority (policy, benchmarking, funding, and evaluation) on the pursuit of teacher and student mastery of the processes of becoming informed can be regarded as an information literate school community’. </li></ul>James Henri 2009
  41. 41. <ul><li>mastery of the processes of becoming informed encompasses the ability to: </li></ul><ul><li>• recognise the need for information; </li></ul><ul><li>• solve problems and develop ideas; </li></ul><ul><li>• pose important questions; </li></ul><ul><li>• use a variety of data gathering strategies; </li></ul><ul><li>• locate relevant and appropriate data; </li></ul><ul><li>• assess data for quality, authority, accuracy, authenticity; and </li></ul><ul><li>• acknowledge that uncertainty is an essential part of becoming informed. </li></ul>James Henri 2009
  42. 42. <ul><li>Schools must be for LLL (Life Long Learning) </li></ul><ul><li>And must not be for SLL (School Long Learning) </li></ul>James Henri 2009
  43. 43. <ul><li>Learning can be connected with reality as we know it right now. </li></ul><ul><li>Learning can draw on the best fiction available so as to encourage imagination and enquiry. </li></ul>James Henri 2009
  44. 44. <ul><li>Learning is about Questions. </li></ul><ul><li>Knowledge is about Answers. </li></ul>James Henri 2009
  45. 45. <ul><li>What does your library think of school? </li></ul>James Henri 2009
  46. 46. <ul><li>Management </li></ul><ul><li>Teaching </li></ul><ul><li>Services </li></ul><ul><li>Collections </li></ul><ul><li>Web presence </li></ul><ul><li>Leadership </li></ul><ul><li>Knowledge management </li></ul><ul><li>Policy </li></ul><ul><li>Curriculum development </li></ul><ul><li>Reading/Children’s literature </li></ul>James Henri 2009
  47. 47. <ul><li>Working with the principal and school leadership </li></ul><ul><li>Putting policy before personality </li></ul><ul><li>Looking after the teachers </li></ul><ul><li>Doing what others can not </li></ul><ul><li>Giving up what others can do. </li></ul>James Henri 2009
  48. 48. <ul><li>Farmer, L., & Henri, J. (2007). Information literacy assessment in K-12 Settings . Lanham, Maryland: Scarecrow press. </li></ul><ul><li>Henri, J., & Asselin, M. (2005). Leadership Issues in the Information Literate School Community . Westport, CT: Libraries Unlimited. </li></ul><ul><li>Henri, J., & Boyd, S. (2003). “Teacher Librarian Influence: Principal and Teacher Librarian Perspective”. School Libraries Worldwide , 8(2), 1-18. </li></ul><ul><li>Henri, J., Hay, L., & Oberg, D. (2002). The School Library-Principal Relationship: Guidelines for Research and Practice . The Hague: IFLA. </li></ul>James Henri 2009
  49. 49. <ul><li>Model of the Information Search Process </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>Tasks Initiation Selection Exploration Formulation Collection Presentation </li></ul><ul><li>Feelings uncertainly optimism confusion clarity sense of satisfaction or </li></ul><ul><li>(affective) frustration direction/ disappointment </li></ul><ul><li> doubt confidence </li></ul><ul><li>Thoughts vague focused </li></ul><ul><li>(cognitive) increased interest </li></ul><ul><li>Actions seeking relevant information seeking pertinent information </li></ul><ul><li>(physical) </li></ul><ul><li> exploring documenting </li></ul><ul><li>Source: </li></ul>James Henri 2009