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Lyn Hay's IASL2011 Closing Keynote

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My closing keynote address at the 2011 International Association of School Librarianship (IASL) 40th Annual Conference incorporating the 15th International Forum on Research in School Librarianship.
Conference Theme: School Libraries: Empowering the 21st Century Learner

Date: 7 to 11 August 2011

Venue: The University of West Indies in Kingston, Jamaica

Publicada em: Educação
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Lyn Hay's IASL2011 Closing Keynote

  1. 1. If the future is now...<br />What’s next?<br />LYN HAY<br />Lecturer in Teacher Librarianship<br />School of Information Studies<br />Wagga Wagga campus<br />http://www.flickr.com/photos/tofu_minx/848692877/in/set-72157600211522811/<br />
  2. 2. Change is inevitable.Progress is optional.The future is now. <br />Journalism 2.0: How to Survive and Thrive. A digital literacy guide for the information age.By Mark Briggs 2007, p.10.<br />
  3. 3. Educating for the 21st century<br /><ul><li>How to we educate our students to meet the high levels of literacy in the technological workplace?
  4. 4. How do we prepare our students to navigate and make sense of the global information environment?
  5. 5. How do we enable our students to draw on the knowledge and wisdom of the past while using the technology of the present to advance new discoveries for the future?</li></li></ul><li>Educating for the 21st century<br /><ul><li>How do we prepare our students to think for themselves, make good decisions, develop expertise, and learn through life?
  6. 6. How can we re-engineer school libraries to develop lifelong learners to survive and thrive in our dynamic, socially networked world?
  7. 7. How can we best utilise inquiry learning across the curriculum to meet the challenge of educating our students as critically literate, and creative and innovative thinkers?</li></li></ul><li>Most powerful learning tools<br />Questions<br />And the process to uncoveranswers<br />Problemsand the inventingof possiblesolutions<br />
  8. 8. <ul><li>Learning & innovation skills
  9. 9. Information, media & technology skills
  10. 10. Life and career skills</li></ul>www.21stcenturyskills.org<br />
  11. 11. Learning to learn & innovate<br /><ul><li>Critical thinking & problem solving expert thinking
  12. 12. Communication & collaboration complex communicating
  13. 13. Creativity & innovation applied imagination & invention</li></li></ul><li>Dare to Dream<br />IMAGINATIONWhere will yours take you?<br />
  14. 14. Digital literacy<br /><ul><li>Information literacyaccess information efficiently/effectively, evaluate information critically/competently, use information accurately/creatively
  15. 15. Media literacyanalyse media, ethically/legally access & use media, create media products by effectively using media tools
  16. 16. ICT literacyuse technology as a tool to research, organise, evaluate, communicate, social networking, ethically/legally use technologies</li></li></ul><li>Learning21@ISB<br />International School of Beijing http://www.isb.bj.edu.cn/learning-21.aspx<br />
  17. 17. Life & career skills<br /><ul><li>Flexibility & adaptabilityadapt to varied roles/job responsibilities/schedules/contexts, understand, negotiate, balance diverse views/beliefs, find workable solutions
  18. 18. Initiative & self-directionmanage goals/time, work independently, be self-directed learners, go beyond basic mastery, reflect critically on past experiences to inform future progress
  19. 19. Social & cross-cultural interactionknow when to listen/when to speak, be respectful interacting with others, work effectively in diverse teams, be open-minded to different ideas/values, leverage social/cultural difference to create new ideas, innovate& improve quality of own/groups’ work</li></li></ul><li>Think global<br />Global Competence is the knowledge, skills, and dispositions to understand and act creatively and innovatively on issues of global significance:<br /><ul><li>Investigate the World
  20. 20. Recognise Perspectives
  21. 21. Communicate Ideas
  22. 22. Take Action</li></ul>http://www.edsteps.org/ccsso/SampleWorks/matrix.pdf<br />
  23. 23. Dare to Dream<br />Dare to Dream<br />http://www.bbc.co.uk/topgear/<br />
  24. 24. Life & career skills<br /><ul><li>Productivity & accountabilitymanage projects, set/meet goals, deal with obstacles/pressures, prioritise/plan/manage to achieve intended result, produce results through multitasking, managing time effectively, respect/appreciate team diversity
  25. 25. Leadership & responsibilityproject-based, studio model of work more prevalent now, guide & lead others, use interpersonal/problem-solving skills to influence/guide others towards a goal, inspire others to accomplish, lead by example, selflessness, acting responsibly with interests of larger community in mind</li></li></ul><li>Building blocks for a revolution<br />
  26. 26. Building blocks for a revolution<br />
  27. 27. Hay, L., & Todd, R. (2010b). School libraries 21C: School library futures project. Report for New South Wales Department of Education & Training, Curriculum K–12 Directorate, School Libraries & Information Literacy Unit. Sydney: Curriculum K–12 Directorate, NSWDET. Retrieved from http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/pdf/21c_report.pdf<br />
  28. 28.
  29. 29. 21C project findings<br /><ul><li>The school library is an important part of 21C school life
  30. 30. Pedagogical fusion and digital citizenship
  31. 31. Repositioning the school library as a flexible and dynamic learning space
  32. 32. The challenge: articulating how school libraries impact on student learning
  33. 33. Moving from teacher librarian ‘actions’ to student outcomes
  34. 34. Lack of ‘hard’ evidence provided by TLs
  35. 35. Enablers and barriers to collecting and documenting evidence of learning outcomes</li></ul>(Hay & Todd 2010)<br />
  36. 36. Principles of 21C school libraries<br />Instructional zone within & beyond the school<br /><ul><li>fluid library design
  37. 37. blended learning environment
  38. 38. building capacity for critical engagement
  39. 39. centre of learning innovation
  40. 40. power of pedagogical fusion
  41. 41. seamless search interfaces
  42. 42. balanced collection
  43. 43. literary learning</li></ul>(Hay & Todd 2010)<br />
  44. 44. Rondo Deltora Quest <br />Rowan of Rin Squeak Street Series <br />Raven Hill Mysteries The Fairy Realm<br />Individual Novels Picture Books <br />Early Readers http://www.emilyrodda.com/<br />
  45. 45. What do you want your school library to look like?<br />What do you want your school library to do?<br />
  46. 46. “Don’t look back”<br />YouTube - Mick Jagger & Peter Tosh – ‘Don't look back’ (1978)<br />http://www.youtube.com/watch?v=SOevVdiiBeU#t=2m52s<br />
  47. 47. The power of an inquiry<br /><ul><li>Gave our profession a voice beyond our profession/school
  48. 48. Launched a national conversation via mainstream media
  49. 49. Got the general community thinking</li></ul>It has documented it!!!<br />
  50. 50. Rethinking whatwe do<br />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.<br />
  51. 51. iCentre<br /><ul><li>information-technology-learning hub
  52. 52. high-end multimedia production facility
  53. 53. technology engine ofa networked school
  54. 54. large, flexible learningspace based on fluid design principles
  55. 55. layout will look different on a daily basis</li></ul>Photo courtesy of Ross Todd: St Stephens College Oxenford<br />
  56. 56. “Imagine an activityand we willmake a space forit”<br />High School TL(Hay & Todd 2010, 2A.5)<br />http://www.cabe.org.uk/case-studies/frederick-bremer?photos=true&viewing=7110<br />
  57. 57. iCentre<br /><ul><li>technical-admin aspects of technology are secondary to learning agenda
  58. 58. information, technology, curriculum & e-learning staff are ‘blended’
  59. 59. convergence allows strategic conversations</li></li></ul><li>Do you want...<br /><ul><li>pedagogy to fuse the work of information, technology & learning specialists across the curriculum?
  60. 60. key information, technology & learning leaders within a school combine to consolidate their efforts?
  61. 61. strengthen the connection between home and school, and harness mobile connectivity?</li></ul>iCentre @ Broulee Primary Schoolhttp://www.broulee-p.schools.nsw.edu.au/iCentre.html<br />
  62. 62. Do you want...<br /><ul><li>to build capacity inyour staff to use information andlearning technologiesto differentiate learning?</li></ul>A differentiated curriculum is a program of activities that offers a variety of entry points for students who differ in abilities, knowledge and skills. In a differentiated curriculum teachers offer different approaches to what students learn (content), how students learn (process) and how students demonstrate what they have learned (product).<br />http://www.curriculumsupport.education.nsw.gov.au/policies/gats/programs/differentiate/index.htm<br />
  63. 63. Guided Inquiry<br /><ul><li>Inquiry that is guided by an instructional team using scaffolds to enable students to gain a depth of understanding and a personal perspective through a wide range of sources of information
  64. 64. Research shows that inquiry sparks learning in students and that inquiry learning calls on the collaborative expertise of teachers & TLs... + other specialist teachers Kuhlthau, 2010</li></li></ul><li>Do you want...<br /><ul><li>to support teachers in effectively leading learning using 1:1 computing?
  65. 65. to provide timely, responsive information, technological & technical support to staff & students?
  66. 66. to support the development of personal learning environments?</li></li></ul><li>
  67. 67. Personal learning environments<br />PLEs refer to student-designed learning approaches that encompass different types of content — videos, apps, games, social media tools, and more — chosen by a student to match his or her personal learning style and pace... The goal is for students to have more control over how they learn, and for teachers to set expectations that their students will be more engaged in understanding and applying their learning strategies. PLEs are currently more of a theoretical construct, as they have not been widely put into practice. The notion is of intense interest to many educators who see PLEs as having considerable potential to engage students in ways that best suit their individual learning needs. (p. 8)<br />http://www.nmc.org/pdf/2011-Horizon-Report-K12.pdf<br />
  68. 68. rethink – rebuild – rebrand<br />
  69. 69. 'Chiara<br />iCentre: <br /> more <br /> than <br /> just a <br /> library'<br />Maureen Twomey, iCentre Coordinator, Assisi Catholic College, Upper Coomera, QLD<br />PLC’s 1 degree bar. Permission to use photo by Gary Green <br />
  70. 70. iCentre team<br /><ul><li>resourcing of the curriculum reflects multi-format nature of our world
  71. 71. supports inquiry learning, immersive learning experiences , knowledge construction
  72. 72. works with teachers to design curriculum units that reconcile multiple literacies
  73. 73. supports transfer and consolidation of literacies across the curriculum
  74. 74. supports teachers to take risks as learning and technology innovators
  75. 75. provides ‘nuts & bolts’ technical support </li></li></ul><li>Power of persistent search<br />Persistent search allows you to enter a search term once and receive real-time updates whenever there’s a new result for that term, saving you time and ensuring you’re always on the pulse of what’s going on.“If urgonna use Google...”<br /><ul><li>Google Alerts for searches
  76. 76. Google Reader as an aggregator
  77. 77. iPhone/iPad apps</li></li></ul><li>Building teachers’ PLNs<br />http://www.go-gulf.com/60seconds.jpg<br />
  78. 78. Dare to dream<br />
  79. 79. http://www.slideshare.net/jlagarde/librarians-are-ready<br />
  80. 80. http://www.flickr.com/photos/78154370@N00/5761280491/sizes/o/in/photostream/<br />
  81. 81. Stowell, S. J., & Mead, S. S. (2005). Ahead of the curve: A guide to applied strategic thinking. (Kindle Edition.). Salt Lake City, UT: CMOE Press.<br />
  82. 82. If you don’t have a plan (goals) for what you want, then you will probably find yourself buying into someone else’s plan and later find out that wasn’t the direction you wanted to go. You’ve got to be the architect of your life”Jim Rohn - Philosopher<br />
  83. 83. WE have to be the architectsof our TL professionandthe reinvention of 21Cschool libraries<br />
  84. 84. How haveyou gained leverage from the National TL Inquiry report? <br />http://edu.blogs.com/.a/6a00d83451f00f69e20133f4d06221970b-popup<br />
  85. 85. How haveyou gained leverage from the National TL Inquiry report? <br />http://edu.blogs.com/.a/6a00d83451f00f69e20133f4d06221970b-popup<br />
  86. 86. Being strategic every day<br />Being strategic means consistently making those core directional choices that will best move you toward your hoped-for future<br />
  87. 87. Being strategic every day<br /><ul><li>You know where you’re starting from
  88. 88. You’re clear on where you want to go
  89. 89. You have the means and the will to make consistently good and powerful choices about how to get there</li></ul>Being strategic is a learnable skill <br />
  90. 90. “It doesn’t have to be sailing around the world. It might be building an orphanage in Cambodia, campaigning for climate change or something as simple as getting a driver’s licence.So, to all you Aussies out there, particularly us young guys, let’s dream big. But more importantly, let’s make it happen.”<br />Dare to dream and succeed<br />
  91. 91. If the future is now...<br />What’s next is up to you!<br />LYN HAY<br />Lecturer in Teacher Librarianship<br />School of Information Studies<br />Wagga Wagga campus<br />

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