Ea 180112 jr_bain

Gearing Up

Elgin Academy

for the

21st Century Learner

WHY?

“The curious are always in some danger.

If you are curious you might never come home”

Jeanette Winterson

WHY? Pedagogical Shifts in the 21st Century

Teacher directed learning ➥ Self/ participatory learning

Classroom learning ➥ Networked/global learning

Standards driven ➥ Exploring ideas and concepts

Teaching ➥ Active learning

Teacher expertise ➥ Collaborative learning partners

WHY? Learning is more integrated than ever.

There is a direct connection between the curriculum, the library and the learning experience

There is a symbiotic relationship between the learning resource, the learner, the teacher and the

librarian.

HOW?

Key Initiatives

"The future is already here...

It's just not evenly distributed.”

William Gibson

HOW? - Key Movements

WEB 1.0 was for viewing and linking

Personal Learning Environments; - Twitter etc.

Personal Learning Networks – Skype, rafi.ki

Personal web tools – Facebook, Tumblr

Cloud computing – Open access software

Mixed Reality (e, v and p)

Web 3.0 Will be a thread

through the data universe our context and any context

their/our data infinitely reconnected

for other and ever smarter uses

WEB 2.0 is about participation

HOW?-Key Spheres

Reading Development

Extending the Curriculum

Information Fluency

Bringing the Library ALIVE!

Web 3.0

HOW? –Key Work Areas:

To integrate with the principles, practice and progress

of:

- A Curriculum for Excellence(AcfE)

- A National Information Literacy

Framework(Scotland)

- GLOW

HOW? Key Work Areas:

To integrate with the principles, practice and progress of A Curriculum for Excellence(AcfE)

through its Pillars ....

- Raising standards

- Improving knowledge

- Developing skills

bringing …

life to learning;

learning to life;

library to life

Fostering Capabilities

to create

- Successful learners,

- Confident individuals,

- Effective contributors, - Responsible citizens

HOW? Key Service Areas:

Focus for learning;

Supports attainment;

Shares knowledge of resources;

Selects, organises & manages resources ;

Matches resources to learners’ needs

Supports the development of literacy;

Increases reading confidence and fluency;

Creates clear links between literacy activities & AcfE

Assists with the effective use of ICT in learning and teaching

Ensures effective retrieval through the ILS,

websites, databases and Glow;

• information skills programmes across the curriculum;

The development of information literacy;

Facilitate access to a wider range of lending services

Promote and forge partnerships;

• Provide information, bibliographic and research services;

• Support personal and social development

LIBRARY

RESOURCE

CENTRE

Fostering CAPABILITIES in the Library Resource Centre(LRC)

1. Support successful learners

through:

2. Developing confident individuals

through:

HOW? Key Work Areas related to AcfE

:

• developing listening and talking skills

• acquiring analytical skills

• making critical personal responses to

texts

• choosing and reading more

demanding texts

• developing presentation skills to

engage others with

their ideas

• learning how to use the LRC well

• understanding and developing

information literacy

• using websites constructively for

research

• learning how to prepare a detailed

bibliography

•applying library skills across other

contexts

• experiencing a range of feelings to

resources

• trusting personal preferences when

choosing resources

• learning independently, and in groups

to carry

out research and presentation tasks

• effectively skimming, scanning and

note-making

• using resources well for a range of

purposes

• planning research, with no or little

support

• carrying out peer and self-evaluation

Fostering CAPABILITIES in the Library Resource Centre(LRC)

3. Encourage responsible citizens

through:

4. Creating effective contributors

through:

HOW? Key Work Areas related to AcfE :

• share experiences, stories and

opinions with others

• developing the ability to ask

appropriate questions

• using resources well to develop

knowledge and understanding, and

critical thinking

• helping with LRC or literacy activities

which develop leadership skills

• taking part in activities which develop

and sustain arguments, opinions and

debate

• being part of a team through

opportunities provided in and by the

LRC

• learning to care about and share

information resources

• developing a greater understanding of

other people, beliefs and cultures

• developing sensitivity to others

through engagement with resources and

respecting others in the LRC

• being involved in LRC developments

• using careers information effectively

• taking part in cultural events

• developing informed and ethical

viewpoints

• researching projects and properly

citing sources of information and ideas

• developing good personal judgement

of resources

• using ICT responsibly

HOW? –Key Work Areas: Focus on IL

Image from http://caledonianblogs.net/nilfs/

To integrate with the principles, practice and progress of:

A National Information Literacy Framework Scotland

HOW?: Key Work Areas: Focus on IL

HOW?: Key Work Areas: IL related to SCDF levels

HOW? – Beyond Information Literacy

From The North Carolina Middle School Journal [http://is.gd/PCngcu]

HOW? Key Work Areas: GLOW

Opportunities Core of the Co-Create teams

Access GLOW learning materials

Publicise additions to the LRC,

I Invite item requests

Participate in virtual discussions

Develop e-learning materials to support LRC courses

Create online tutorials

Dynamic book discussion groups

Tagging of learning materials/OPAC

“Ask the librarian"

Librarians as GLOW mentors

To integrate with the principles, practice and progress of:

WHAT?

“ “What” ain’t no country I’ve heard of….

They speak English in “What?””

Samuel L. Jackson (from the film

“Pulp Fiction”)

Making a significant impact on teaching and learning

Making the library space (online and offline)stimulating, fun and enjoyable

Motivating all kinds of readers/searchers/creators

Keeping up-to-date and staying part of the big picture

Being a leader not a follower

Encouraging learners and teachers to be creative and innovative

WHAT?- A Future Library Professional’s Life:

Elgin Academy Library Resource Centre(EA-LRC) Forward Plan

Draft

WHAT?

WHAT?

Direction 1:

To develop Policies & Procedures : Based on a Library 3.0 Orientation

(open, social, semantic, mobile)

Standards for staff, services and collections

Procedures for all aspects of the library service

Evaluation Criteria

WHAT? - Elgin Academy Library Resource Centre (EA-LRC)

Forward Plan

Direction 2:

To streamline the Document Cycle : Review selection criteria (in liaison with faculty)

Review ordering procedures

Review receipt and access procedures

Economies of scale - $$ saved through co-ordinated

procedures


Forward Plan

Direction 3:

To create a Digital Portal: which integrates with:

library management system

eLearning

Digital Content and Services

Interactive Environments (e.g. GLOW)


Forward Plan

Direction 4:

To be a Training Provider: Developing Guided Enquiry as a core skill

Implementing National Information Literacy Framework

Workshops for Faculty and Library Co-operation

Co-ordinate training for library and faculty


Forward Plan

Short term:

Better co-ordinated procedures;

Librarian’s time centred on learner-centred activity;


Forward Plan - Benefits

Medium Term: An improved student experience;

More integrated learning process;

More value derived from the materials and the LRC;

Better co-operation between faculty and LRC.


Forward Plan: Benefits

Long Term: Raised Status for EA with a resultant effect on reputation and matriculation;

A dynamic environment with independent learners, engaged faculty and informed engaged Library staff

A 21st century learning environment

An LRC fully integrated into the teaching and learning cycle

EA will be ready for Web 3.0

WHAT?- Elgin Academy Library Resource Centre (EA-LRC)

Forward Plan: Benefits

To achieve this

Elgin Academy Library Resource Centre(EALRC) Forward Plan

Survey of current practice

Strategy Document

Budget Proposal

Work Plan


Step One : Establish Parameters

All relevant documents including:

Policy Framework Document

Library Standards Manual

Library Procedure Manual

[based on international /national benchmarking and in consultation with library staff and faculty]


Step Two : Setup Policy and Procedures

Staffing

Materials & Equipment

IT Infrastructure – Hub and Network

Space Review


Step Three : Review EALRC related to Standards

b. ICT

Establish library protocols and practice

Review ILS software

Plan e-learning software

Establish EALRC Portal

(or develop within GLOW)


Step Four : Implementation

a. MATERIALS

Establish online selection tools

Set up liaison with faculty/students

Identify key digital resources

Consolidate the materials order (physical & digital)

Order, Receive, Distribute, Ensure Their Use, Evaluate

c. TRAINING

Prepare and implement Information Fluency Curriculum

Work with faculty to integrate library into the learning/study cycle

Training for library staff

Work independently and collaboratively to solve problems

Analyse information critically in all formats and media contexts

Apply information strategically to solve personal and social problems

Make decisions based on accurate and current information

Use information and communication technologies with skill, purpose and wisdom

Respect information sources and diverse perspectives

Honour intellectual property and privacy rights

Appreciate the aesthetic qualities of various creative and scientific expressions

Communicate effectively and expressively using a variety of information and media formats.

[From Achieving Information Literacy (AIL)

Canadian Association for School Libraries (2003)]

Elgin Academy Library Resource Centre(EALRC)

Forward Plan: Outcomes for Students

They can begin to ......

1. Research quality rise

2. An improvement in the output of students;

3. Job satisfaction increase as the learning process shifts to

collaborative mode

4. New opportunities for professional collaboration and development

5. Personal learning transformed


Forward Plan: Outcomes for Teachers

They can begin to see......

1. Themselves at the core of the learning cycle

2. A greater diversity of roles to challenge them;

3. A richer career path

4. New opportunities for professional collaboration

5. Personal learning transformed


Forward Plan: Outcomes for Library Workers

They can begin to see......

“It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change'”.

Charles Darwin

THANK YOU

REFERENCES

"The Future of Research and Scholarship - Open, Social, Semantic, Mobile“ - http://is.gd/jxXDQB

“A Perfect Match: Library 2.0 in support of IB framework of learning” - http://is.gd/ai6BXB

“The Next Big Thing is Web 3.0 – Catch It If You Can” - http://is.gd/x2IOBk

“Learning in the 21st Century” - http://is.gd/HR5UKr

JISC RSC Info Literacy Package http://is.gd/7iwnDy

Professional library support for Curriculum for Excellence www.slainte.org.uk

Curriculum for Excellence www.ltscotland.org.uk/curriculumforexcellence/

Scottish Library and Information Council www.slainte.org.uk/slic/schoollibs/index.htm

National Literacy Framework - www.caledonian.ac.uk/ils/framework.html

“Librarians should get out there ... and start knocking on doors”/Douglas Blane TESS ,6 Feb., 2009

http://is.gd/x2IOBk

http://www.slainte.org.uk/slic/schoollibs/index.htm

Ea 180112 jr_bain

Education

key work areas

information resources

learning resource

little learning

learning experiencethere

key service areas

library skills

information literacyfrom