School Libraries 21C · 2010-11-25 · Hay, L ., & Todd , R . (2010b). School libraries 21C: School library futures project. Report for New South Wales Department of Education & Training,

SchoolSchool LibrariesLibraries 21C21C

TheThetiticonversationconversation

beginsbeginsbeginsbegins

Lyn HayLyn HayS h l f I f ti St diS h l f I f ti St diSchool of Information StudiesSchool of Information StudiesCharles Sturt UniversityCharles Sturt University

SybaSignsSybaSigns PD SeminarPD Seminar19 November 201019 November 2010

FindingsFindingsFindingsFindingsThe school library is an important part of 21C school e sc oo b a y s a po a pa o C sc oolifePedagogical fusion and digital citizenship g g g pRepositioning the school library as a flexible and dynamic learning spacey g pThe challenge: articulating how school libraries impact on student learninggMoving from teacher librarian ‘actions’ to student outcomesLack of ‘hard’ evidence provided by TLsEnablers and barriers to collecting and documenting g gevidence of learning outcomes (Hay & Todd(Hay & Todd 2010)2010)

A lt f thiA lt f thiAs a result of this As a result of this rere imagining imagining g gg gprocess, a set of process, a set of principlesprinciplesprinciples principles underpinning 21C underpinning 21C

h l libh l libschool library school library design emerged as design emerged as g gg gan ‘instructional an ‘instructional zone’ within andzone’ within andzone within and zone within and beyond the beyond the schoolschool

http://www.cabe.org.uk/files/imagecache/csLarge/case-studies/node/add/casestudy/waltham-forest-001.jpg

Principles of 21CPrinciples of 21CPrinciples of 21CPrinciples of 21Cschool librariesschool libraries

Instructional zone within & beyond the schoolfluid library designfluid library design

(Hay & Todd(Hay & Todd 2010, pp.152010, pp.15 16)16)

�“Imagine an�“Imagine anggactivity andactivity and

we will makewe will makea space fora space for

it�”it�”

High School TLHigh School TLHigh School TLHigh School TL(Hay & Todd 2010, 2A.5)(Hay & Todd 2010, 2A.5)

http://www.cabe.org.uk/case-studies/frederick-bremer?photos=true&viewing=7110


Instructional zone within & beyond the schoolfluid library designfluid library designblended learning environment



Instructional zone within & beyond the schoolfluid library designfluid library designblended learning environmentbuilding capacity for critical engagement


We�’ve learnt abouthow the authorcan use differentwords to make thestory interesting �…story interesting �…how the illustratorhas used colour andput expressionsput expressionson the animals�’ facesto help us whilereading. (Yr 2 )reading. (Yr 2 )

We love using the[IWB] because it[IWB] because itmakes it easier for usto read the emailstogether (Yr 2)together . (Yr 2)

NSWDET NSWDET Possum magic book rap Possum magic book rap mail list, (2007)mail list, (2007)

PhotoPhoto: ‘question quilt 1’, September : ‘question quilt 1’, September 15, 2008, by 15, 2008, by purple.glassespurple.glasseshttp://www.flickr.com/photos/purpleglhttp://www.flickr.com/photos/purpleglasses/2857426437/asses/2857426437/


Instructional zone within & beyond the schoolfluid library designfluid library designblended learning environmentbuilding capacity for critical engagementcentre of learning innovationg


Photo: �‘Best Interior Design Schools for Library Online �’ August 25, 2010http://www.tktdw.com/wp content/uploads/2010/08/Interior design schools.jpg /


Instructional zone within & beyond the schoolfluid library designfluid library designblended learning environmentbuilding capacity for critical engagementcentre of learning innovationgpower of pedagogical fusion



Instructional zone within & beyond the schoolfluid library designfluid library designblended learning environmentbuilding capacity for critical engagementcentre of learning innovationgpower of pedagogical fusionseamless search interfacesseamless search interfaces


“Flexible access to tcomputers,

printers, internet and otherand other resources, including teaching g gexpertise, before school and at non l ti iclass times is

valued highly by students and theystudents, and they link their academic success to such support.”

(Hay 2006a)

Photo: �‘RFID loan station�’, March 11, 2010.Permission by heyjudegalleryhttp://www.flickr.com/photos/heyjude/4423931008/


Instructional zone within & beyond the schoolfluid library designfluid library designblended learning environmentbuilding capacity for critical engagementcentre of learning innovationgpower of pedagogical fusionseamless search interfacesseamless search interfacesbalanced collection



Instructional zone within & beyond the schoolfluid library designfluid library designblended learning environmentbuilding capacity for critical engagementcentre of learning innovationgpower of pedagogical fusionseamless search interfacesseamless search interfacesbalanced collectionliterary learning


�“ h l�“ h l lib ilib i�“School�“School librarieslibrarieswill remain thewill remain thee ee e

locus of a school�’slocus of a school�’si f ti ifi f ti ifinformation ifinformation ifthey change tothey change toy gy gmeet the newmeet the new

information needsinformation needsinformation needsinformation needsofof students�”students�”

Middle school TL

Photo: �‘Struble Elementary School Snapshot PA�’, November 2, 2009, by SnapShhttp://www.flickr.com/photos/snapshot_pa/4064951193/in/set 72157622711005474

Hay & Todd, 2010 p. 17

Essential work of the TLEssential work of the TLCurriculum designInstructional leadershipTechnology innovationTechnology innovationTeam buildingKnowledge and facilities managerBreadth of TL role can differ acrossBreadth of TL role can differ across school contexts People are central to a TL’s daily practicePeople are central to a TL s daily practice

School lib aSchool lib aSchool librarySchool librarypractitionerpractitioner--level actionlevel actionpractitionerpractitioner level actionlevel actionSt t i ti l tiStrategic versus operational actionsEngaging in conversations g g gBuilding strategic networks, partnerships and relationshipspartnerships and relationships Effective practice informs policy

SchoolSchool--level actionlevel actionSchoolSchool--level actionlevel actionBig picture whole school thinkingBig picture, whole school thinkingUnderstanding of the TL role Collaborative culture Budget gCollaborative learning interventions/pedagogical fusionfusionHarnessing technology potential and creating a 24/7 digital library24/7 digital libraryLibrary technician support Whole school policy development

SystemSystem--level actionlevel actionSystemSystem--level actionlevel actionValuing and utilisation of professional expertiseValuing and utilisation of professional expertise of the teacher librarianE al ation of performanceEvaluation of performancePrincipal training programsQuality training for library assistantsTeacher educationTeacher educationEquitable access to professional learningCost effective seamless digital environment andCost-effective seamless digital environment and information provision

fPolicy specification

“There is consensus “There is consensus There is consensus There is consensus that school libraries that school libraries

are an important are an important are an important are an important part of school life part of school life

and are needed in and are needed in and are needed in and are needed in 21st century 21st century

schools, even schools, even schools, even schools, even though their value is though their value is

at times not clearly at times not clearly yyunderstood, and understood, and

their role in the their role in the learning agenda of a learning agenda of a

school not fully school not fully yyutilised.”utilised.”

(Hay & Todd(Hay & Todd 2010, p. 38)2010, p. 38)

R d iR d iRecommendationsRecommendationsR1 Strategic positioning through policy and

actionR2 Developing capacity as evidence-based

practitionerspractitionersR3 Sustained evidence-based practice programR4 L l ti ti l i h lR4 Local conversations essential in school

library vision buildingR5 Reconceptualising school libraries as centres

of inquiryR6 Pedagogy underpins technology

RecommendationsRecommendationsR7 Information policy and digital citizenshipR8 Id tif i hi t f d i lR8 Identifying achievement of pedagogical

fusion R9 Effective technology provisioning for school

libraries R10 Re-imagining school libraries programR11 Statewide provision of e-subscriptionsR11 Statewide provision of e subscriptions R12 Establishing a research program on school

libraries and student learninglibraries and student learning

RecommendationsRecommendationsRecommendationsRecommendationsR13 Strengthening principal and teacher

librarian partnershipsp pR14 Student enquiry and engagement with

critical literacies as central to TL rolecritical literacies as central to TL roleR15 Guiding principles in envisioning school

librarieslibraries R16 Taskforce and whitepaper

SchoolSchool LibrariesLibraries 21C21C

TheThetiticonversationconversation

beginsbeginsbeginsbegins

Lyn HayLyn HayS h l f I f ti St diS h l f I f ti St diSchool of Information StudiesSchool of Information StudiesCharles Sturt UniversityCharles Sturt University

SybaSignsSybaSigns PD SeminarPD Seminar19 November 201019 November 2010

ReferencesReferencesReferencesReferencesHay, L., & Todd, R. (2010a). School libraries 21C: The conversation begins. [Refereed].

S ( ) R i d fScan, 29(1), 30 42. Retrieved fromhttp://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/pdf/21cexsum.pdf

Hay L & Todd R (2010b) School libraries 21C: School library futures project Report forHay, L., & Todd, R. (2010b). School libraries 21C: School library futures project. Report forNew South Wales Department of Education & Training, Curriculum K�–12 Directorate,School Libraries & Information Literacy Unit. Sydney: Curriculum K�–12 Directorate,NSWDET. Retrieved fromhttp://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/pdf/21c_report.pdf

Hay, L., & Foley, C. (2009). School libraries building capacity for student learning in 21C.[Refereed]. Scan, 28(2), 17 26. Retrieved fromhttp://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/pdf/Schoollibraries21C.pdf

( ) h l l b fl bl d d l l b h �’Hay, L. (2006a). School libraries as flexible and dynamic learning laboratories�… that�’swhat Aussie kids want. [Refereed]. Scan, 25(2), 18 27.

Hay, L. (2006b). Student learning through Australian school libraries. Part 2: Whatt d t d fi d l h l lib t [R f d] S g 4(2) 27 38students 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

Documents

School Libraries 21C · 2010-11-25 · Hay, L ., & Todd , R . (2010b). School libraries 21C: School library futures project. Report for New South Wales Department of Education & Training,