1.
Converging the Parallels
21C Teacher Librarian:
rethink, rebuild & re-brand
LYNof HAY Studies
School Information Keynote Address
Charles Sturt University Sydney CEO Primary & Secondary TL
Conference, 10 September 2010

2.
Photo: ‘School Library, circa 1978’, April 10, 2007. Permission by Johnjron1
http://www.flickr.com/photos/johnron1/453419769/

3.
Photo: ‘A colourful and vibrant library’, October 13, 2008
by KYD Adviser, http://www.flickr.com/photos/30198568@N02/2936592708/

4.
Generational change
“…is radical change that occurs in
an organisation or a population
as a result of its members being
replaced over time by other
individuals with different values
or other characteristics.”
http://en.wikipedia.org/wiki/Generational_change

5.
Generational change
“…generally presents both a real and a
perceived crisis.
In an organisation, the unspoken cultural
values held by the longer serving members
may be challenged, threatened or
abandoned by newer members. In an
ecological system, generational change of
the representatives of one species may
threaten the survival of other species.”
http://en.wikipedia.org/wiki/Generational_change

6.
Digital reshift

7.
Christopher Harris, Crisis Webinar slide 2, April 19, 2010
http://public.iwork.com/document/?a=p147869949&d=crisis.key

8.
Christopher Harris, Crisis Webinar slide 3, April 19, 2010
http://public.iwork.com/document/?a=p147869949&d=crisis.key

9.
Harris’s 4 scary thoughts
 Cuts will happen
 Don’t be an easy target
 It’s probably too late now
 Increased student achievement
Christopher Harris, Crisis Webinar slide 11, April 19, 2010
http://public.iwork.com/document/?a=p147869949&d=crisis.key

10.
What do you want your
school library to look like?
WHAT DO YOU WANT YOUR
SCHOOL LIBRARY TO DO?

11.
Photo: ‘Take a Detour’ May 17, 2009 http://www.flickr.com/photos/playfullibrarian/ / CC BY
2.0 http://www.flickr.com/photos/playfullibrarian/3538080693/

12.
Building a vision based
on research and best
practice
TL PRACTICE MUST =
LOCAL ACTIONS
LOCAL OUTCOMES
LOCAL EVIDENCE

13.
How students’ needs can
inform your vision...
Students predicted the
digital reshift
in Student Learning through Australian
School Libraries study (Hay, 2004-6)

14.
“Flexible access to
computers, printers, internet
and other resources,
including teaching
expertise, before school and
at non class times is valued
highly by students, and they
link their academic success
to such support.” (Hay 2006b)
Photo: ‘RFID loan station’, March 11,
2010. Permission by heyjudegallery
http://www.flickr.com/photos/heyjud
e/4423931008/

15.
“Loved this learning space. There are two or three elementary classes in the
rounded area of the library at the Hong Kong International School. Students
are seated on tiers together with their teachers, listening to an expert speaker
teach them using a mobile interactive white board. The rounded area is
surrounded by computer desktops for student use. ”
Photo: ‘Classes in the library learning space’, September 30, 2009 by annemirtschin
http://www.flickr.com/photos/annemirtschin/3968922684

16.
Photo: November 9, 2009, msannakoval
http://www.flickr.com/photos/msannakoval/4088742803/

17.
Photo: ‘Project in the library’, February 2, 2009.
Permission by PegBecks http://www.flickr.com/photos/8509162@N05/3245404595/

18.
We’ve learnt about
how the author
can use different
words to make the
story interesting …
how the illustrator
has used colour and
put expressions
on the animals’ faces
to help us while
reading. (Yr 2 )
We love using the
[IWB] because it
makes it easier for us
to read the emails
together . (Yr 2)
NSWDET Possum magic
book rap mail list, (2007)
Photo: ‘question quilt 1’,
September 15, 2008, by
purple.glasses
http://www.flickr.com/photo

19.
School library as production facility
 <10% of all ICT statements mentioned school library
assistance with the creation of Powerpoint
presentations!!
 assistance in designing/constructing webpages
 access to a range of presentation software to
complete projects
 demonstrated significant involvement of TL (in
this study) in the Organising & Presenting phases
of the information process
 students without Internet access@home find
access to printer facilities essential
 value the school library’s ‘just-in-time’ help
 the place to get help when having an ‘ICT crisis’

20.
Photo: ‘Teacher planning’, August 27, 2009 by Barrett Web Coordinator
http://www.flickr.com/photos/barrettelementary/ / CC BY-NC-SA 2.0

21.
Thinking beyond the physical
Photo: ‘Hardwired desktop computers, on March 11, 2010. Permission
by heyjudegallery http://www.flickr.com/photos/heyjude/4423947038/sizes/l/

22.
Five Key Trends - Technology Drivers of
Technology Adoption
 Technology is increasingly becoming a
means of empowering students both as a
means of communication and of socializing
 Technology continues to profoundly affect
the way we work, collaborate, communicate,
and succeed
 The perceived value of innovation and
creativity is increasing
 Increased interest in just-in-time alternate, or non-formal
avenues of education such as online learning, mentoring, and
independent study
 The way we think of learning environments is changing
Horizon 2010 K-12 Edition (New Media Consortium) http://wp.nmc.org/horizon-k12-2010/. Also refer to 21st Century
Principal post http://the21stcenturyprincipal.blogspot.com/2010/05/horizon-report-2010-whats-it-mean-to.html

23.
Taking advantage of the new & emerging
tools
“We can take advantage of the features that new
tools offer… tap into students’ natural affinity for
these tools… to create learning experiences that
expand their worldview and enhance what they
learn… the features are interconnectedness,
immediacy, interactivity, communications, and
community. These are the very features that keep
the global business competitive and workers in
jobs.”
Solomon & Schrum (2007) Web 2.0: New tools, new schools, p.24

24.
What the research tells us
 the information literacy of young people has
not improved with the widening access to
technology
 the speed of young people’s web searching
means that little time is spent in evaluating
information, either for relevance, accuracy or
authority
 young people have a poor understanding of
their information needs, thus find it difficult to
develop effective search strategies
Rowlands & Nicholas 2008, Google Gen Report p.12
www.bl.uk/news/pdf/googlegen.pdf

25.
What the research tells us
 that students lack information ethics skills and
understandings
 young people are very willing to reveal personal
information to friends on SNSs with little regard that
strangers see this info as well
 Young people desire privacy from their parents and
teachers –get out of MySpace!!
 corporations are investing in text-recognition software
to search SNSs as part of recruitment process
 curriculum on information ethics is rarely formalised,
taught in a piecemeal fashion (if at all!)
(Refer to Acquisti & Gross 2006; Boyd 2007; Green & Hannan 2007)

26.
The Immersive Internet (slide 3) from: Atkinson, T. (2010). Metaverse: A Convergence of Realities. [Keynote Address] The Future is Now: Libraries
and Museums in Virtual Worlds Conference, Second Life, 5-6 March. Retrieved from http://connectpro98649235.na5.acrobat.com/p42687221/

27.
http://www.kzero.co.uk/radar.php

28.
As digital citizens, children are now
beginning to develop their own
personal technology toolkit at a
young age…

29.
School libraries as
functional, flexible &
responsive
learning laboratories
a dynamic and unique place
individualised & customised attention
at the point-of-need
(Hay 2006b)

30.
School libraries
and the home-
school nexus
Hay, L. (2010). Chapter 9: Developing an information paradigm
approach to build and support the home-school nexus. In M. Lee
& G. Finger (Eds.), Developing a networked school community:
A guide to realising the vision (pp. 143-158). Camberwell, Vic.:
ACER Press.

31.
...the school library

32.
Enter... the iCentre
concept

33.
iCentre is a
solution to the
digital reshift
Christopher Harris, Crisis Webinar slide 3, April 19, 2010
http://public.iwork.com/document/?a=p147869949&d=crisis.key

34.
CSIRO Australia Report
Our Future
World:
An analysis
of global
trends,
shocks and
scenarios
(April 2010)
Hajkowicz, S., Moody, J., & CSIRO. (2010). Our Future World:
An analysis of global trends, shocks and scenarios. Retrieved
from http://www.csiro.au/files/files/pw2c.pdf

35.
Core business of an iCentre
 inquiry learning, immersive learning
 information fluency transliteracy
 explicit instruction
 pedagogical fusion – integrating & aligning
information, technology, people, instruction
 customised ‘i’ support for students, teachers,
school administrators & parents
 learning innovation
 information leadership
 development of students as independent,
informed digital citizens (Hay, 2010b)

36.
http://tinyurl.com/3yvuq8d

37.
Transliteracy
“Transliteracy is the ability to read, write
and interact across a range of platforms,
tools and media from signing and orality
through handwriting, print, TV, radio and
film, to digital social networks... it offers a
wider analysis of reading, writing and
interacting across a range of platforms,
tools, media and cultures, transliteracy
does not replace, but rather contains,
‘media literacy’ and also ‘digital literacy’.”
http://www.transliteracy.com
http://librariesandtransliteracy.wordpress.com/

38.
Learning in an iCentre
Students actively engage with diverse and often
conflicting sources of information and ideas to
discover new ones, to build new understandings, and
to develop personal viewpoints and perspectives.
KNOWLEDGE OUTCOME
--------------------------------------------------------------
It is underpinned by stimulating encounters with
information – encounters which capture their interest
and attention, and which motivate and direct their
ongoing inquiry.
INFORMATION FOUNDATION
(Todd 2008, slide 6)

39.
iCentre as centre of
inquiry learning
 where students find and use a variety of sources of
information and ideas to increase their
understanding of a problem, topic or issue
 requires more than simply answering questions or
getting a right answer
 espouses investigation, exploration, search, quest,
research, pursuit and study
 inquiry does not stand alone; it engages, interests
and challenges students to connect their world
within the curriculum (Kuhlthau, Caspari & Maniotes 2007, p.2).

40.
Guided inquiry is core business of an
iCentre
“... is carefully planned, closely
supervised targeted intervention(s )of
an instructional team of school
librarians and teachers to guide
students through curriculum based
inquiry units that build deep
knowledge and deep understanding of
a curriculum topic, and gradually lead
towards independent learning.”
CISSL, Guided Inquiry (2009)
http://cissl.scils.rutgers.edu/guided_inquiry.html

41.
The emotional rollercoaster
 Very distinctive ebb and flow of emotions
following the demands of the research
process
 Constuctivist approach to learning: staged,
guided
 Students are not ‘abandoned’ in the research
process
 Focus on deep learning, competence,
mastery, and self empowerment

42.
Pedagogical fusion
 opportunity for learning teams – teacher, TL,
student – negotiating the curriculum
 customised authentic learning – individual needs
diagnosed, information & technology at fingertips
 infrastructure to support informed technology
use & effective learning through information at
school & home
 opportunities for ‘teachable moments’ re
technology use, information ethics, higher order
thinking skills and knowledge construction –
anytime, anyplace, anywhere, anyhow.
(Hay 2010, p.153)

43.
Principal of a school
with an iCentre
http://the21stcenturyprincipal.blogspot.com/

44.
Digital Citizenship is central to
your role

45.
AASL standards for 21st century learners is available for download at http://www.ala.org/aasl/standards

46.
http://esheninger.blogspot.com/2010/05/banning-is-easy-way-out.html

47.
Policies that support, not ban
http://the21stcenturyprincipal.blogspot.com/2010/04/my-fictional-21st-century-technology.html

48.
Your role in an iCentre
 Advocate for access to Web2.0, lead with a pedagogical
agenda against those technical blockers– don’t give up!
 Provide your principal with the information they need to
make informed decisions about Web 2.0 use in your
school
 Work with your school to build a greater understanding
of information policy issues that impact on the daily life
of teachers & students, eg. students’ online safety,
cyberbullying, privacy, IP and copyright, plagiarism,
emerging technologies
 Educate parents about potentials and perils of Web 2.0
 Become in-house researchers of learning in your school

49.
Your role in an iCentre
 The use of Web 2.0 technologies is all about information…
and you are the school’s information specialist!
 They are online communication and workgroup tools… for
the majority access to these is free and connection is 24/7
 Students & teachers can have anytime, anywhere access to
projects, assignments & ‘learning or construction spaces’,
eg. Google Apps for Education
 Use sites like SchoolTube, which support collaboration and
teach responsible use of sharing video
 VoiceThread, allows users to post files, such as images or
documents, and make verbal or text comments about each
posted file, even Yr 1s can use VoiceThread !!

50.
Your role in an iCentre
 Blogging, Voicethread, Shelfari to encourage literary
learning
 Teacher-TL collaboration on student blogging project
 Wiki as school library website + Google doc, Prezi plug ins
 Prezi as library research pathfinder, Delicious topic pools
 Facebook and Twitter for library announcements/news
 Flickr for resourcing, ideas and projects:
 Library of Congress, NLA’s Picture Australia, Getty Images, do this search
 Library Spaces 2.0, Library Signage, Read Posters
 Art galleries http://www.flickr.com/groups/glasgow-museums/,
http://www.flickr.com/groups/worldarchitecture/
 Local projects, history, tourism
http://www.flickr.com/groups/renewnewcastle/
http://www.flickr.com/groups/goulburn/

51.
Your role in an iCentre
 Create timelines of events with Dipity, eg. Right whales,
Haiti earthquake
 Brainstorm using Wallwisher
 Create word stories & maps, tag clouds, banners, logos
using Wordle
 Explore the potential of immersive virtual worlds such as
Whyville (for teachers), Neopets, Club Penguin, Second Life
(for field trips using teacher avatar)
 Build your own PLN – blogs, nings, Twitter, Facebook,
LinkedIn (Try following http://twitter.com/sandynay,
http://twitter.com/NMHS_Principal, http://twitter.com/buffyjhamilton,
http://twitter.com/lyn_hay)

52.
Your role in an iResearcher
If you use blogs, wikis, del.ic.ious, MySpace, Facebook, RSS, web
video creation & hosting tools, podcasting, online gaming or 3D
virtual worlds with students…
we need you!!
With a curriculum unit using Web 2.0 tools include:
 a basic research proposal
 research questions – what aspects of what you are doing do
you want to examine and document? Focus on knowledge
construction and deep learning – not search, copy-paste, present
 determine data to collect, and how to analyse it
 share your findings in school, systems (esp. in ‘think before
you ban’ systems) , publish in professional journals, present at
conferences
 become part of action research teams

53.
Converging the Parallels
Think iCentre
It’s time to rethink, rebuild
& re-brand
LYN HAY Keynote Address
Sydney CEO Primary & Secondary
School of Information Studies TL Conference, 10 September 2010
Charles Sturt University

54.
References
Acquisti, A. & Gross, R. (2006). Imagined communities: Awareness, information sharing, and privacy on Facebook. In Privacy enhancing
technologies, Berlin: Springer-Verlag, pp.36-58.
boyd, danah. (2007). Why youth (heart) social network sites: The role of networked publics in teenage social life. In David Buckingham (ed.).
MacArthur Foundation series on digital learning – Youth, identity, and digital media volume. MIT Press, Cambridge, MA. Retrieved from
http://www.danah.org/papers/WhyYouthHeart.pdf
Gillard, J. (2009). Building the Education Revolution: Primary schools for the 21st Century. P21 Round Two factsheet. Retrieved from
http://www.deewr.gov.au/Schooling/BuildingTheEducationRevolution/Documents/P21%20Round%20Two%20Factsheet.rtf
Green, H. & Hannon, C. (2007). Their Space: Education for a digital generation (Young people are spending their time in a space which adults
find difficult to supervise or understand...). Retrieved from http://www.demos.co.uk/files/Their%20space%20-%20web.pdf
Hay, L. (2006a). Student learning through Australian school libraries. Part 2: What students define and value as school library support.
[Refereed]. Synergy, 4(2), 27-38. Retrieved from http://www.slav.schools.net.au/synergy/vol4num2/hay_pt2.pdf
Hay, L. (2006b). School libraries as flexible and dynamic learning laboratories… that’s what Aussie kids want. [Refereed]. Scan, 25(2), 18-27.
Hay, L. (2010). Chapter 9: Developing an information paradigm approach to build and support the home-school nexus. In M. Lee
& G. Finger (Eds.), Developing a networked school community: A guide to realising the vision (pp. 143-158). Camberwell, Vic.:
ACER Press.
Hay, L. (2010b). School library evolution, or generational change at the speed of light? [Keynote Address]. Library Evolution, MANTLE
Conference, Newcastle, NSW, 7 May.
Hay, L., & Todd, R. (2010). School libraries 21C: The conversation begins. [Refereed]. Scan, 29(1), 30-42. Retrieved from
http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/pdf/21cexsum.pdf
Johnson, L., Smith, R., Levine, A., & Haywood, K. (2010). The 2010 Horizon Report: K-12 Edition. http://www.nmc.org/pdf/2010-Horizon-
Report-K12.pdf
Kuhlthau, C. C., Caspari, A. K., & Maniotes, L. K. (2007). Guided inquiry: Learning in the 21st century. Westport, Conn.: Libraries Unlimited.
Rowlands, I., & Nicholas, D. (2008). Information behaviour of the researcher of the future. A CIBER Briefing Paper. Commissioned by British
Library & Joint Information Systems Committee, London (UCL). Retrieved from http://www.bl.uk/news/pdf/googlegen.pdf
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: ISTE.
Todd, R. J. (2008). Meaningful learning through inquiry: The lights come on. Keynote Address presented at the SLAV 'Evidence to Action: Re-
Imagining Learning' Conference, 19 June, Melbourne, Vic. retrieved from
http://www.slav.schools.net.au/downloads/08pastpapers/29possibilities/todd_keynote.pps