in schools that face the future:-libraries matter professor michael hough.sep 111

PROFESSOR MICHAEL HOUGH.SEP 11

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Illawarra School Libraries Association

Supporting the Digital Education Agenda

In Schools That Face The Future:-Libraries Matter

AN UPDATE / REFRESHER ON SOME THINGS THAT WILL CHALLENGE YOU AND SOME

THINGS THAT WILL REASSURE YOU


SUB TITLE

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To Analyze The Probable Characteristics Of A “Transparent Democracy” Environment

To Suggest CAUSES as well as SYMPTOMS Of Some Of The Major Challenges For Futures Oriented Schools Using Digital Technologies

To Suggest Some SOLUTION APPROACHES- Including Examples for the Roles of Librarians

To Provide Some USEFUL STIMULUS MATERIALS For Further Use by Librarians

AIMS

CONTINUOUS PARTIAL ATTENTION ( Seligman)SCANNING FOR OPPORTUNITIES (SEEING

LINKAGES AND CONNECTIONS)Built Upon

Speed Reading ( i.e. 21st C Literacy is essential)Making Initial Decisions Quickly about “ Big

Ideas” and the Value of that Content. E.G:-* Really Useful- Need to go Back and Look Again* Could Be Useful- I Know Where It Is When I Need

It* Can’t Use It- Move On


FUTURES ORIENTED LEARNING SKILLS


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Public Pressures-”The Transparent Democracy” Specific issues and Pressures from a

“Transparent Democracy” Australian Societal Trends Change Pressures from New Technologies Schools As Networked Learning Communities Generational Differences in Learning Teachers, Students And Learning Communities Some Action Suggestions For Librarians as

Leaders in Schools

KEY AREAS TO BE COVERED


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Futures Oriented Schools Are Very Different From The Ones That Many Of You, And I Learned In, And Trained To Teach In

THE SCRUTINY AND EXPECTATIONS OF THE AUSTRALIAN COMMUNITY ARE ALSO VERY DIFFERENT

Schools are developing Into Networked Learning Communities

The main investment and activity with I.C.T. for students and staff is IN THE HOME/OUTSIDE THE SCHOOL

The Library is central to the evolution of relevant schooling◦ Excellent Ref:-Lee M., Finger, G.(2010) Developing a Networked

School Community ACER

MAIN MESSAGES


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Hay 2010,151: “An iCentre is the central facility within the school where information, technology, learning and teaching needs are supported by qualified information and technology specialists”

At the most conceptual level the iCentre is an amalgam of the following functions:-◦ The School Librarian taking leadership roles as

the Chief Information Officer of the school◦ The iCentre becoming the location for all ICT

support and advice◦ The iCentre becoming an exemplar centre of a

digital learning location and support facility

The Library as an iCentre


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LEE AND GAFFNEY (1988)◦ Lee M. and Gaffney M. (Eds) (2008). Leading A

Digital School. Camberwell, VIC. ACER CRANSTON AND EHRLICH ( 2009)

◦ Cranston, N. & Ehrich, L. (2009) Australian School Leadership Today. Bowen Hill QLD. Australian Academic Press

LEE AND FINGER ( 2010)◦ Lee, M. & Finger, G. (Eds). (2010). Developing a

Networked School Community: A Guide To Realising The Vision. Camberwell, VIC. ACER

Some Useful Aust. Refs


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MH Selections Available As pdf Readings:-◦ LEE & GAFFNEY CH 2◦ CRANSTON & EHRLICH CH 11

Mal Lee Is Based At Broulee on South Coast NSW

THESE PROVIDE EXCELLENT INFO AND SUGGESTIONS


Peter Ellyard Teachers Need To Become:- “KNOWLEDGE

NAVIGATORS’ and ‘MENTORS’ My role in this Presentation is to ‘Knowledge

Navigate’ you through the Ideas, Issues and Challenges of The Powerpoint and Accompanying e-Handout

The Aim is to Stimulate Your Thinking and in the Process To Provide You with Relevant Ideas That You can Use to discuss in this Conference and Later Back In Your Library

There is TOO MUCH CONTENT-Just As in Web Based Learning Environments

Print Based Handouts are environmentally unfriendly

WE HAVE INCREASED PUBLIC SCRUTINY IN MANY WAYS:-◦ AS PUBLIC POLICY

e.g. “mySchool” and PROPOSED “myUniversity” / “my Hospital” Websites National CURRICULUM and NAPLAN Testing

◦ AS A RECOGNITION OF IMPACT OF I.C.T. ON PUBLIC AND EMPLOYEE BEHAVIOUR(S) WIKILEAKS / FACEBOOK / TWITTER / AVATARS /Second Life /

Informal Rating Sites◦ AS A RISK MANAGEMENT STRATEGY e.g. CSR◦ AS LEGAL CONFORMANCE E.G. FOI / WHISTLEBLOWER

Legislations

◦ OTHER? e.g. As Competitive Advantage? State vs Non State Schools

(THE N.B.N. WILL ACCELERATE THIS TREND)

PROFESSOR MICHAEL HOUGH.SEP 11 11

A “TRANSPARENT” DEMOCRACY


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Great public interest and commentary on mySchool website

24/7 Scrutiny of Selected Politicians (and famous people) “Ball by ball” Scrutiny of referees and officials in sport 24/7 Digital News channels and commentaries e.g. new

ABC free to air news channel/ New Delhi C’wealth Games Constant scrutiny of performance of hospitals/ medical

practitioners e.g. Internet diagnoses Web based social networking e.g. Facebook Pressure on Legal Systems e.g. iPad as legal evidence /

Use of social networking sites to find ‘natural’ parents Confident (and Careless) Younger Users of I.C.T.

SOME EXAMPLES


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Australian College of Educators’ Journal:-Professional Educator 9,2 June 2010 has three articles evaluating / commenting on mySchool◦ Margaret Clark CEO ACE:- “Evaluating MySchool”◦ Ben Jensen:- “ What We Give Them”◦ Jeremy Ludowyke:- “ Bursting the MySchool

Bubble”

Current commentaries on mySchool.com.au

The Global Financial Crisis (GFC) Triggered By The Sub Prime Market Excesses Of The USA Home Mortgage Business Has Affected The Global Financial System And Created A Severe Recession Which Is Still Happening –especially overseas

Archbishop George Pell:- We Live In A Time Of Global Moral Crisis ( Easter 2009)

Our Public Morals And Ethics Have Been Found Wanting (e.g. GFC / NSW- Wollongong CC/ ICAC)

Australians emphasize “Rights” not “Responsibilities”


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THE MORAL AND ETHICAL MESSAGES OF CURRENT SOCIETY


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EVERYONE IS BEING PRESSURED TO WORK DIFFERENTLY

One View:- All Professional and Organizational providers are under pressure to change

Paranoia View:- They Are Not out Just To Get You, They Are Out To Get EVERYBODY

SO

A Range Of Pressures Is Exerting Greater Scrutiny Of Organizational Activities- Including but more than Schools and their Libraries!

I.C.T. Based Pressures Are VERY STRONG More Educated Employees / The General

Public Have Different and Higher Expectations Of Customer Service And Employee Roles

School Leaders And Teachers Have To Work Differently ( SMARTER NOT HARDER)

Librarians Lead As Chief Information Officers, And Promote The Library As The ‘Driver’ Of I.C.T. Learning (THE iCentre)


KEY IDEAS-1

Optimists View:- THAT IDEA IS PROMISING- HOW CAN I GET IT TO WORK IN MY SCHOOL?

Pessimists View:- I CAN IMMEDIATELY SEE ALL THE REASONS WHY THAT IDEA WON’T WORK!


WHAT PERSPECTIVE DO YOU WORK FROM-1?

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BEWARE THE “IDEA ASSASSIN” “ We Tried That Once at West

OOBERGALABIE School in 1998 and it didn’t work then- SO IT DOESN’T WORK!”

The Idea Assassin delights in generalizing from the ‘Single Case Example’


WHAT PERSPECTIVE DO YOU WORK FROM-2?

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Watson (2008)• Eco-exhaustion• Conscious capitalism• Resurgence in Individualised Hobbies and

Making Things• Robotics• Rise of Industrial Provenance• Use of Data Visualisation This will be closely related

to:-– Data Mining

• Restoring Rhythm and Balance To Lifestyle• Intimacy Industries• Fantasy and Escape Lifestyles


TYPICAL AUSTRALIAN PRESSURES


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Australia- a TWO PART ECONOMY:-◦ BOOMING ( WA AND QLD)◦ DOLDRUMS ( NSW, VIC)

CITY vs COUNTRY ATTITUDES AND LIFESTYLES Digital Access RICH versus Digital Access

POOR POLITICAL UNCERTAINTY AT FEDERAL LEVEL

WITH A MINORITY GOVT BASED PARLIAMENT◦ LABOR- NATIONAL BROADBAND NETWORK (OPTICAL

FIBRE)-EST $A 43BN◦ SUDDEN EMPHASIS ON:- REGIONS / CARBON TAX /

EUTHANASIA/ REFUGEES

THE LATEST(?) 2011 SCENE


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Australians’ 10 Social “ Desires”◦ To Be Taken Seriously◦ To Have “My Place”◦ Something To Believe In◦ To Connect◦ To Be Useful◦ To Belong◦ For More◦ For Control◦ For Something To Happen◦ For LoveMackay H “What Makes Us Tick?” 2010

Mackay ( 2010)


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For an example of an Australian small business initiative on how to use moodle go to:-

http://lms.demo.microsolve.com.au.Microsolve is a Wollongong I.C.T. support

business that offers an illustratory ‘moodle’ learning website for education e.g. high schools, as well as businesses to use

BUSINESS IS USING WEB 2.0!

http://lms.demo.microsolve.com.au/

http://lms.demo.microsolve.com.au/

If You Started Work 25 Years Ago:-◦ There were no CD’s (they were just about to be

introduced)◦ DVD’s hadn’t been invented◦ Bob Hawke was PM and Neville Wran was NSW Premier◦ No:- Laptops / I-Pods /mobile phones/ Digital Cameras/

Blackberrys/ iPhones/ Internet ( i.e. NO email/Facebook/Google/ Twitter)

◦ Coke was a drink / Grass was mown /Pot was something you cooked in/ Gay meant happy

◦ Letters /Telegrams/ Faxes/ Cheques/ Travellers’ Cheques/ Bankcard were main ways of communicating and paying

◦ Kindling was a kind of firewood


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A GENERATIONAL DIFFERENCE EXAMPLE


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SELECTED STATISTICS FROM 1910 (USA)◦ 8% OF HOMES HAD A TELEPHONE◦ AVERAGE LIFE EXPECTANCY:- 47 YEARS◦ 14% OF HOMES HAD BATHTUBS◦ 95% OF BIRTHS WERE AT HOME AND 90% OF

DOCTORS HAD NO COLLEGE LEVEL EDUCATION◦ TALLEST STRUCTURE IN WORLD:- EIFFEL TOWER◦ AVERAGE US WAGE WAS $200-$400 PER YEAR

COFFEE WAS .15C PER POUND

A CENTURY OF DIFFERENCE

SENGE (2007):- The Over Riding Purpose of a School

for the 21 C is to prepare students to survive in the 21 C

21 C issues:- Global Warming / Water / Environment/ Population Pressures/ Sustainability

Teachers Need to Be “Futurists”We Need to Develop Learning as well

as TeachingPROFESSOR MICHAEL HOUGH.SEP 11

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WE NEED TO LIVE IN A SOCIETY NOT AN ECONOMY

• 1st Wave (agrarian) society- Technology related to SURVIVAL.

• 2nd Wave (industrial) society- Technology related to PRODUCTION

• 3rd Wave (information) society- Technology related to KNOWLEDGE.( A Transparent Democracy is a later

form of an Information Society)


The Relationships of Technology to Society

◦ The 'Information' Revolution - INITIALLY based on silicon chip developments;

◦ The 'Bio-Technologies' Revolution - based on DNA / RNA research;

◦ The 'Ecological' Revolution - understanding the inter-relatedness of long cycle systems.

◦ The ‘Advanced Materials’ Revolution’-replacing the Fe and C atom materials

◦ Nano / Micro Technology’ Revolution-development of “Micro World” processes


The Knowledge Revolutions


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But-A BIG SLEEPER is the emerging knowledge that a Change in DNA/RNA

occurs when we learn!

WE WILL CONCENTRATE ON I.C.T. TECHNOLOGIES

INTERNAL COMBUSTION ENGINE ELECTRICITY TELEPHONY COMPUTING INTERNET MOBILE TELEPHONY BROADBAND

◦ Ref:- Tanner(2010)

PROFESSOR MICHAEL HOUGH.SEP 11 29

TRANSFORMATIONAL TECHNOLOGIES

Our Younger Staff/ Students Are PERCEIVED as Technically Very Competent / Advanced In I.C.T. Based Skills

Their Capabilities Need To Be Matched With Accompanying Growth In Moral And Ethical Skills


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BALANCING I.C.T. COMPETENCIES WITH MORAL AND EMOTIONAL GROWTH

Issues for the Digital Generation:-1. Copyright and protection of Intellectual property ( e.g. plagiarism)2. Protection of Privacy ( in a world which is creating more e-scrutiny)3. Protocols of learning online ( e.g. chat / discussion / notice boards)4. Conduct / Protocols for e-communication (e.g. mobile phone protocols,

sms, email, twitter and Facebook protocols)/ Avatar Behaviours e.g. in Second Life

5. Cyber-bullying6. Protecting against e-predators ( Identity theft, grooming, paedophilia,

avatar relationships) 7. Ethical use of information harvested on the web. (identity theft,

plagiarism)8. Building and upgrading digital competencies for learning ( A Google

search usually provides large quantities of unsorted, low grade information)

9. Acceptance that digital learning has adult implications that can be triggered by individual behaviour (s) at any age- if you can access a web capable device

10. Acceptance of adult/ legal concerns about e.g. sexting / cyber bullying etc

11. DEVELOPING AND PROTECTING THEIR CYBER IMAGE AND IDENTITY


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Typical Challenges For Digital Generation Learners ( A CIO’s Checklist!)

YOUNGER GENERATION LEARNERS AND TEACHERS ARE READY TO ADOPT AND USE TECHNOLOGY BASED LEARNING

At The Same Time As THEY ARE YEARNING FOR GUIDANCE ON

“THE MEANING OF LIFE” AND “SEEKING VALUES”

AndThey Are NOT as Technically Smart As We

Assume They Are- see following


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KEY MESSAGES-2

IMPROVING LEARNING CAPABILITIES With The Use Of Technology Is Not Sufficient

We Need To Improve The Capabilities Of Learners To Make ETHICAL AND MORAL DECISIONS About How To Use Their New Technology Based Capabilities

RELEVANCE To Current And Future Issues Is Extremely Important To Younger Generation Learners


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KEY MESSAGES-3

BEFORE 1925 :- SENIORS 1926-1945:- BUILDERS 1946-1964:- BOOMERS 1965-1981:- GENERATION X 1982:-2000:- GENERATION Y 2001- ? :- GENERATION Z( McCrindle is more conservative in his age ranges than

other commentators)


COMPOSITION OF GENERATIONS OF AUSTRALIAN SOCIETY

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GEN X ARE APPROX 28-42 YRS OLD

GEN Y ARE APPROX 11-27 YRS OLD

GEN Z ARE APPROX 10 YRS OLD OR YOUNGER


SO

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Marc Prensky (2005,9) makes a distinction between ‘Digital Immigrants’ (like us) and ‘Digital Natives’ (like our children).

Digital natives are ‘native speakers of technology, fluent in the digital language of computers, video games, and the Internet.

He calls those of us who were not born in this digital age as digital immigrants ‘who have adopted many aspects of the technology but just like those who learn another language later in life, we retain an ‘accent’ because we still have one foot in the past’.

CommentThis well meant observation has been used as the basis

of the view:- “young people are expert at technology so they

are OK on their own”


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Digital Natives vs. Digital Immigrants


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Research Based Australian Findings:- The information literacy of young people has

not improved with their greater access to technology

Young people have unsophisticated ‘mental maps’ of what the Internet is and do not appreciate that it is a collection of networked resources from different providers

Many young people do not find library sponsored resources intuitive and therefore prefer to use Google or Yahoo instead

As a result a search engine becomes their primary ‘brand’ that they associate with the internet-and they tend to adopt the tools their friends use

The Facts:- Digital Capabilities of Younger Learners-1


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The speed of young people’s web searching means they have little time for evaluating for relevance, accuracy, or authority, of the obtained information

They move rapidly from source to source and spend little time reading or digesting the information, and have difficulty making relevant judgements about the pages they retrieve

Observations show that boys scan differently to girls, and that young people scan online pages very quickly (boys rely more on hyperlinks)

Young people have a poor understanding of their information needs, and therefore have difficulty in developing effective search strategies

Digital Capabilities of Younger Learners-2


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They make very little use of advanced search facilities, and assume that search engines ‘understand’ their queries

If they obtain many search ‘hits’, young people find it difficult to assess the relevance of the materials presented and tend to save or print with little more than a glance at the materials

Ref:-Rowlands and Nicholas (2008) cited in Lee and Finger 2010,145-146.

Digital Capabilities of Younger Learners-3

KEIRA PROBUS.MHOUGH.10.11

Help and Information Points:-See www.cybersmart.gov.au and

www.acma.gov.auwww.youthbeyondblue.comwww.kidshelp.com.au

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2011 AUST GOVT REPORT:-High Wire Act: Cyber Safety For The Young

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http://www.cybersmart.gov.au/

http://www.acma.gov.au/

http://www.youthbeyondblue.com/

http://www.kidshelp.com.au/

KEIRA PROBUS.MHOUGH.10.11

2.2M i.e. 79% of kids use the internet. Most common entry age 10-11 yrs but 8-9 to are frequent users

One in four have been cyber bullied 38% own up to bullying others

Usage Increases with age:- 16-17 to use 3 hrs 30min/day. Major uses 8-11 yo:- online gambling / 12-17yo:- social networking

76% have lied about age online /70% chatted with people they didn’t know

High risk behaviours:- 61% accepted friends they didn’t know 78% had personal info on sites

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Cyber Behaviours By Kids

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The most recent ABS Adult Literacy and Lifeskills Survey (based on data collected in 2006 but published in 2008):-◦ Prose Literacy (46% of respondents were below

satisfactory -and 26% of University graduates are below satisfactory)

◦ Document Literacy (47% of respondents below satisfactory)

◦ Numeracy Literacy (53% of respondents below satisfactory)

◦ Problem Solving Literacy (70% are below satisfactory)

◦ Health Literacy (60% are below satisfactory)

General Literacy Levels in Australian Society


SOME SOCIAL / TECHNOLOGY BASED TRENDS-1 Fewer Children + Greater Choices For

Women State Assuming Responsibility For

Behaviour(s) With Accompanying Outcomes:- ◦ Diminishing Of Individual Freedom /Choice And◦ Growth Of Litigation

Growing Awareness:- We Have All This Stuff and We Work Really Hard- IS THIS ALL THERE IS TO LIFE?

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Increased Emphasis On Consumers And Customer ‘Rights’ –the Serial Complainer

Car Based Societies Have Dispersed Activities And Facilities Beyond “Local”

Environmental Factors encouraging “Local” Again

Global Communications Mean We All Know About ‘Something Happened’◦ E.g. Australian Crime Rates are falling but

perception / media image is:- “Its more dangerous out there”

SOME SOCIAL / TECHNOLOGY BASED TRENDS-2

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OUTCOMES FOR SCHOOLS AND CHILDREN• THE HELICOPTER PARENT FUSSING OVER ‘THEIR’ KID• LESSENING OF SCHOOL –PARENT PARTNERSHIP MINDSETS• CHILDREN’S PERSPECTIVES:-– MOST ADULTS ARE DANGEROUS– UNSUPERVISED PLAY IS DANGEROUS– RISK IS UNACCEPTABLE– ITS SOMEONE ELSE’S FAULT WHEN THINGS GO WRONG– I AM IMPORTANT AND MY NEEDS COME FIRST

• THESE ARE OFTEN THE FOUNDATIONS FOR CHILDREN’S USING / EXPLORING THE DIGITAL WORLD

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McKenzie puzzles over a digital paradox. “How can it be," Stanford Professor Larry Cuban once asked:-

"that so much school reform has taken place over the last century, yet schooling appears pretty much the same as it's always been?"

‘A similar question might well be asked about the integration of new technologies into education:

“How can it be that so much has been invested in equipping and wiring schools, yet few teachers are using the new technologies on a frequent and sustained basis to enhance student learning?”


Some Pertinent Questions!


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INSIDE SCHOOLS Limited Funding for

I.C.T. Slow Take-up and

use By Older Generation who have retained control over I.C.T. usage

Suspicion of “ New Ways of Learning?”

OUTSIDE SCHOOLS Serious funding For

Home / Community based I.C.T.

Rapid Take-up and use, with Older generation displaying much trust

Couldn’t care less about good or bad, I ‘m just “Doing It”

SOME POSSIBLE ANSWERS

If We Are Not Careful-

“WE ALL NEED LEARNING, BUT WE MAY NOT NEED SCHOOLS”


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SO

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THE “GLOBAL PARADOX”(JOHN NAISBITT 1994)

THE WORLD IS GETTING MORE ‘GLOBAL’AT THE SAME TIME AS

THE WORLD IS GETTING MORE ‘LOCAL

The Global Paradox


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A School needs to Assist Students With- “MAKING A LIVING” WHICH IS

INCREASINGLY A GLOBAL ISSUEAT THE SAME TIME AS THEY NEED TO

“MAKING A LIFE” WHICH IS BECOMING A LOCAL ISSUE

So-A Value Adding School Understands


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A STARTING POINT Our Students Are Technically Very

Competent / Advanced In I.C.T. Based Skills – In Their Actions And Opinions Anyway

Their Capabilities Need To Be Matched With Accompanying Growth In Moral And Ethical Skills

Most Of The I.C.T. Capabilities And Investments Are Outside Of The School

SOME POSSIBLE WAYS FORWARD


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WHEREVER POSSIBLE:-

SPEAK WITH DATA

A RECOMMENDED APPROACH IN A “TRANSPARENT DEMOCRACY”


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STAFF ARE THE KEY TO A SUCCESSFUL SCHOOL And Developing Their (Positive) Attitudes To I.C.T. Will Be A Key Success Factor (Concept 1)

* Many Of The Educational Practices With Which Current Teachers And Schools Are Skilled In ARE NON I.C.T. BASED, And Were Derived To Meet The Needs Of A Previous Society, And Are Needed Less And Less By Current And Future Societies (Concept 2)

* ‘Older’ Methods Of Leadership Are LESS AND LESS EFFECTIVE With Younger Generations And In Meeting The Needs Of A Post Industrial Society (Concept 3)

* I.C.T. Based Learning Will Initially Be Based On Existing Practices But Over Time Will Create Interest And Capabilities To Move TO NEW WAYS OF WORKING IN SCHOOLS (Concept 4)

* Younger Generations Are Extremely Comfortable And Confident With I.C.T. Based Learning, And Will WELCOME ITS GREATER USAGE In Schools And Learning (Concept 5)

* Technology In Itself Is Not The Primary Issue-The Leadership Criterion Applied To Selecting and Using Technology Should Be:-“DOES IT ADD VALUE TO THE KEY PROCESSES AND OUTCOMES We Have Selected As Important For The Success Of This School?” (Concept 6)

• Effective Schools That Maximise Student Learning Are Those Schools That Focus On MAKING THEIR STAFF AS PROFESSIONAL AND CONFIDENT AS POSSIBLE IN THE VALUE ADDING USAGE OF I.C.T. (Concept 7)

Research Based Action Guidelines


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THE LIBRARY NEEDS TO LEAD WITH OTHER TO:-

Enhancing The Learning Of Younger Generation Learners / Teachers And Parents

Developing Leadership Capabilities Based On Emotional And Moral Intelligence Understandings And Capabilities

Activating Partnerships Within And Between Schools And Their External And Internal Communities◦ Partnerships On E.G. Myschool Data / Outstanding

Teacher Data / Etc

DISTRIBUTED LEADERSHIP


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Does it (I.C.T.) Add Value to the key Processes and Outcomes We Have Selected As Important for The Success Of The School?

Linked To:- A Transparent Democracy is creating a

requirement to identify the key processes and use, report and defend them in acceptable ways

A Deliberate Linkage


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SOME SCHOOL BASED PARTNERSHIPS AND ALLIANCES-1

HIGH SCHOOL –FEEDER PRIMARY PARTNERSHIPS ON ISSUES SUCH AS:-◦ DEVELOPING LITERACY AND NUMERACY◦ PROMOTING WELLNESS◦ REDUCING OBESITY◦ ATTITUDES TO LEARNING◦ ETC

(THESE ARE ANALOGOUS TO SUPPLY CHAIN PARTNERSHIPS IN INDUSTRY)

EFFECTIVE SCHOOL LEADERSHIP INVOLVES PARTNERSHIPS

WITH DIGITAL NATIVES EG YOUNGER PARENTS TEACHERS STUDENTS◦ Hough Pdf Chapters give many illustrations about

specific approaches being recommended and used

WITH PARENTS◦ EG LEARNING CONTRACTS

WITH STUDENTS◦ SEE ADVICE FOLLOWING

WITH TECHNOLOGY◦ TO REDUCE DRUDGERY◦ TO RELEASE PEOPLE FOR HIGH LEVEL VALUE

ADDING RELATIONSHIPS AND EXPERIENCES

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LIBRARIAN PARTNERING WITH SCHOOL EXECUTIVE TO LEAD ON I.C.T. BASED OPTIONS AND USAGES

LIBRARY AS iCENTRE PARTNERING WITH:-◦ STAFF TO SUPPORT AND PROMOTE I.C.T. BASED

LEARNING◦ STUDENTS◦ PARENTS

AN IMPORTANT SCHOOL CENTRED PARTNERSHIP-2A

WITH EXTERNAL ORGANISATIONS ◦ EG REAL ESTATE AGENTS

WITH INDUSTRY TO PROVIDE DEDICATED SPECIALISED FEED RE SKILL DEMANDS

WITH PROFESSIONAL GROUPS TO PROVIDE DEDICATED LEARNERS

WITH UNIVERSITIES AND COLLEGES WITH NOT FOR PROFIT COMMUNITY ORGANISATIONS

(SCOUTS , GUIDES , HOBBY GROUPS)

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VIRTUAL ALLIANCES◦ SCHOOL INTRANET BASED

DIGITAL PORTFOLIOS LEARNER BASED LEARNING SYSTEMS

◦ WWW BASED OPEN RELATIONSHIPS EG SISTER SCHOOLS CLOSED RELATIONSHIPS EG CLASSROOM LEVEL

LEARNING◦ 3RD PARTY SOFTWARE BASED e.g. Cloud

Computing 2ND LIFE WIKIS

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Kids As Active Learners Needing Educational Passports

Teachers As Knowledge Navigators Teachers As Mentors

Schools As ‘Tribalising’ Places

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SOME ACTIVE EDUCATIONAL PARTNERSHIPS

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SOME SUGGESTED FEATURES OF KIDS AS LEARNING PARTNERS

CHANGE IS FROM ‘JOB TAKER’ TO ‘JOB MAKER’

3 ‘PASSPORTS’ REQUIRED:-◦ACADEMIC PASSPORTS◦VOCATIONAL PASSPORT◦ENTERPRISE PASSPORT

(ELLYARD 1998) HOUGH (20110:-

◦ CYBER PASSPORT CO-WORKERS IN I.C.T.SUPPORT


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SOME CONCLUDING COMMENTS AND ADVICE


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“TRANSPARENT DEMOCRACY” ISSUES

WE MUST ASSUME:- MUCH GREATER SCRUTINY OF SCHOOLS/ TEACHING AND EDUCATION:-

PROACTIVE:- What Data / Information will be selected and promoted

By YOU / By your LIBRARY/SCHOOL/SYSTEM/ PROFESSIONAL GROUP?

REACTIVE:- What Are Plans For Reacting To Others’ Use of Data

and Information? i.e. How YOUR SCHOOL LIBRARY promote /

defend its professional and members’ interests through electronically accessible capabilities and strategies?


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What are the Important Processes and Outcomes That Contribute / Add Value To Our School? (See next slide)

What Are The Key Measures That Can Be Made Of These Important Ones?

How Can We Make them Useful To Us?How Will We Select, Measure and Report?

Some Action Focus Points


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School Leaders should act to ensure that:- Schools Make Much Greater Use of the Community Based I.C.T.

Resources and develop networks of Networked Learning Communities that are based on active partnerships between the I.C.T. capabilities of the home and those of the school.

Focus on Developing STAFF Capabilities School Librarians and School iCentres need to become central

agencies in the staff development upgrades of staff, students and parents as the networked learning community emerges◦ iCentres should promote adaptive staff development which must be

developed using “targeting” techniques such as risk management applied to staff development choices, if the wide range of challenges and needs is to be met in upgrading teachers and leaders in our schools

◦ Librarians need to exert a leadership role in the ICT support of teachers and leaders by developing into the Chief Information Officer (CIO) Role- a role which will require them to remain current in the developing technologies and recommended options, to provide effective leadership in selecting wisely from I.C.T. options and usages, and be available to ‘project manage’ and ‘house’ the actual approaches developed

In a Transparent Democracy Environment :- SPEAK WITH DATA

Action Recommendations


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MH Selected “Process” Indicators:-◦ “ A school of choice” with waiting lists◦ Closure would be strongly resisted by its

community◦ Graduates are sought after and prized◦ Graduates support their strong alma mater◦ Strong networks of influence◦ Advice sought and taken by business, community ◦ Exemplar for the profession especially in use of

iCentres

ADDING VALUE


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Work with your community to develop:-

SELECTING KEY MEASURES-Basic Approach

SELECTED VALUE ADDED FEATURE

CORE QUALITY

PERIPHERAL QUALITY

MAKING A LIVING

SELECTEDDATA

MEASURE(S)

SELECTED DATA

MEASURE(S)

MAKING A LIFE SELECTED DATA

MEASURE(S)

SELECTEDDATA

MEASURE(S)


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SELECTING KEY MEASURES-1

“A SCHOOL OF CHOICE”

CORE QUALITY

PERIPHERAL QUALITY

MAKING A LIVING

• WAITING LIST OF HIGHLY QUALIFIED TEACHERS

• HIGH VALUE ADDING TO PUPIL TEST

SCORES• ETC

• POPULAR, EASY TO USE STUDENT JOB

ADVICE WEBSITE AND

LINKS• ETC

MAKING A LIFE • STRONG SENSE OF

SCHOOL AS A LEARNING

COMMUNITY• ETC

• MAXIMUM INVOLVEMENT

OF COMMUNITY WITH SCHOOL

• ETC


70

SELECTING KEY MEASURES-2

“STRONG NETWORK OF INFLUENCE”

CORE QUALITY ISSUES

PERIPHERAL QUALITY ISSUES

MAKING A LIVING

• ACCEPTANCE / EMPLOYABILITY OF GRADUATES

• STRONG PROFESSIONAL

NETWORKS• ETC

• ACTIVE FACEBOOK SITE OF SUPPORTIVE

GRADUATES• ACTIVE

PROGRAM OF INTERNSHIPS

• ETC

MAKING A LIFE *MANY OPTIONS FOR JOINING AN INTEREST GROUP IN

SCHOOL TIMEETC

• PARENTS AND COMMUNITY USE SCHOOL

FACILITIES EXTENSIVELY

• MANY VOLUNTEERS


71

LIBRARIAN AS CIO CORE QUALITY PERIPHERAL QUALITY

MAKING A LIVING PROVIDE I.C.T. LEADERSHIP AND

ADVICE TO STAFF OF SCHOOL ON I.C.T.

BASED BEHAVIOURS

MODEL BY EXAMPLE I.C.T. SYSTEMS THAT ENABLE EASY ACCESS AND HELPFUL ADVICE TO THOSE WHO NEED

IT

MAKING A LIFE PROVIDE PERSONAL EXAMPLES OF CONTINUOUS

LEARNING AND EXPLORING NEW USES OF I.C.T.

ENSURING THAT CIO HAS ACTIVE

EXTERNAL LIFE AND INFLUENCE BEYOND THE SCHOOL ROLE

POSSIBLE LIBRARY MEASURES


72

USE THE POWER OF I.C.T. BASED DATA SYSTEMS WHEREVER POSSIBLE TO GATHER/ANALYSE/ REPORT

USE GRAPHICAL RATHER THAN NUMBERS BASED REPORTING WHEREVER POSSIBLE

USE ‘EXCEPTIONALITY’ REPORTING BY ESTABLISHING PREDICTED / REQUIRED MEASURES AND USING I.C.T. TO SHOW ONLY EXCEPTIONS . I.E. NO REPORT MEANS EVRYTHING IS ‘WITHIN RANGE’

CONVERT EXCEPTIONALITY REPORTING INTO “HEADUP” DISPLAY LOGIC WHEREVER POSSIBLE

PRINCIPLES OF REPORTING


73

SOME STIMULATING RESOURCES YOUTUBE:- SHIFT HAPPENhttp://www.youtube.com/watch?v=C2jDOkzrVew

ABC1 SERIES:- “VISIONS OF THE FUTURE”

http://www.youtube.com/watch?v=C2jDOkzrVew

http://www.youtube.com/watch?v=C2jDOkzrVew


74

Session 2 ?◦ The Role of the Librarian and Library in

supporting:-◦ Teacher Staff Development and I.C.T.◦ Situational Leadership AND I.C.T.

Session 3 ?◦ Using a RISK MANAGEMENT APPROACH TO

TRAINING

Next SESSIONS ?


75

May You Live In Interesting Times

You are reminded of the Confucian Curse

[email protected]


76

THANK YOU

76

in schools that face the future:-libraries matter professor michael hough.sep 111

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