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
WHAT? - Elgin Academy Library Resource Centre (EA-LRC)
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)
WHAT? - Elgin Academy Library Resource Centre (EA-LRC)
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
WHAT? - Elgin Academy Library Resource Centre (EA-LRC)
Forward Plan
Short term:
Better co-ordinated procedures;
Librarian’s time centred on learner-centred activity;
WHAT? - Elgin Academy Library Resource Centre (EA-LRC)
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.
WHAT? - Elgin Academy Library Resource Centre (EA-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
Elgin Academy Library Resource Centre(EALRC) Forward 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]
Elgin Academy Library Resource Centre(EALRC) Forward Plan
Step Two : Setup Policy and Procedures
Staffing
Materials & Equipment
IT Infrastructure – Hub and Network
Space Review
Elgin Academy Library Resource Centre(EALRC) Forward Plan
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)
Elgin Academy Library Resource Centre(EALRC) Forward Plan
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
Elgin Academy Library Resource Centre(EALRC)
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
Elgin Academy Library Resource Centre(EALRC)
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