Sunday, December 21, 2014

The next chapter



Last week I resigned from my current placement as an MYP Teacher Librarian at an International school in HK.  I have done this not because I was unhappy, or that I have another job to go to but because I want to try something new, something risky and something that gives me more flexibility with my time.

I am moving into the field of full time Professional Development for Educators. I want to see what exciting things people are doing out there and to learn from them. I want to facilitate dynamic and fulfilling learning experiences for adult learners, and, I want to do this because this is what lights my fire.



So what next? I have sent up a website, I have created preliminary workshop plans, I will also be creating short online upskilling courses for school librarians very soon. I am now reaching out to you if you know of an opportunity where I could facilitate a workshop or consultation in one or more areas of my expertise in your school or district from September 2015, please mention my name or let me know so I can apply. I am open to all suggestions anywhere in the world. I am also open to suggestions on topics that you are interested in that I currently do not have a plan for.  I will put in 150% of my time and effort to bring your organisation one of the best learning experiences you will have as educators. 



I will miss working in a school, especially the students and the funny things they do and say, but the time is right for me to do this and I believe I am ready as I will ever be for this challenge.  I just need a little help from my friends and blog readers to get started.


If you are interested in applying for the vacancy at RCHK I will leave, please visit this page on the school website. Applications close January 9, 2015, the start date will be August 2015.

Sunday, December 14, 2014

Sharing for learning

                         

Late in November Katie Day and myself hosted a School Librarian Connection mini conference for 60+ school librarians across SE Asia. 

The lead up took quite a bit of planning and brainstorming via skype, emails and messages as Katie lives in Singapore and I live in Hong Kong. We took an informal survey some months before the event to see if people were interested, and if they were interested, what did they want to learn about?

We wanted this event to be specifically focused on 'Library stuff' as we found that many of the regional conferences focused on literacy, digital integration etc, and while these are all important parts of our role, we felt there was a real need to get back to the basics of our organisations and what we do to connect with students.

The five hot topics were identified  - Collection Management,  Digital resource Management, Supporting the curriculum, Visual Literacy, Research Skills.  People were invited to share their practice in short bursts of 5, 10 or 20 minutes in rapid fire with question time following. We had envisaged to have break out time to discuss the presentations in more detail, but that didn't quite work out and we should have worked harder on that. It was only 1.5 days of learning, and we could have made it longer, but through new experiences we learn what could have been better to make the next one even better. The feedback we received was that overall the participants felt it was an event worth attending, and many look forward to the next one.

Some of the tools to organise the conference were Skype, Google sites and docs, Paypal along with the event event management site Eventbrite which when combined, made our job much easier. Some of the presentations were in the form of a video from people who were unable to attend in person but still wanted to contribute. We even had a live skype in from Emily Johnson in Nanjing which worked very well.

We employed Maggie Appleton as our conference sketchnoter who did a fabulous job of capturing many of the presentations. Maggie is a young entrepreneur looking for more work as a sketchnoter and will even consider artist in residence for visual note taking. 

Softlink sponsored the event with an iPad giveaway with a nametag drawn out of a bowl by Maggie and, we had a fabulous lunch catered by a local restaurant called Casa.

If you would like to see what you missed, the presentations and accompanying sketchnotes can be found on this conference page. Of course, we can't capture the informal learning and networking that went on in break times and at the social functions, which are always an important function of any event like this. If you would like more information on any of the presentations, please contact the person directly if possible.


A big shout out and thank you to all who presented, attended and helped in some way. It was great meeting and working with you all and very rewarding experience overall. We look forward to seeing you at the next one in 2015!




A snapshot of some of the tweets from the weekend.


Saturday, December 6, 2014

Upskilling Online


Over the past few months I have been involved in learning online for two courses, one course was for IB educators to facilitate online workshops (I passed!), and the other I have been doing since February is COETAIL - or the Certificate of Educational Technology and Information Literacy. I have almost finished course 4 and have one more module to complete before I finish. Both of these courses were demanding of my time and thinking, hence things have been a little quieter on this blog over the past few months. 

Through COETAIL I have had to examine visual literacy, flipping classrooms, problem based learning, digital literacy and citizenship and have had to consider models for digital technology integration. The blog I have had to record my thinking and research is called Wagging my Coetail.

One of the assignments I chose to complete for the visual literacy unit (module 3) was a CV formatted in the style of an infographic. There are a number of examples of these lurking about, here is one on Tumblr and Keri-Lee Beasley keeps an updated board on Pinterest. It was an interesting exercise to create a CV like this, and, once I had finished and handed it in, I already wanted to change it a bit to make my work experience and education smaller and place more emphasis my current skill set. I created it using Pages.

What do you think - is the education world ready for such a one page CV in such a format??


Friday, November 21, 2014

Developing a dream library

This weeks post is a guest post from Philip Williams, an Australian living and working in Laos at an international school in Vientiane. I first met @flipoz through #mypchat on twitter, then we were able to meet in person at an IB workshop I was facilitating. As part of the workshop we had a sharing time where a few of the participants shared some of their best practise, and Philip shared what he did to transform a library from a boring space into a dynamic and exciting learning space. I was so impressed with his presentation and method of transformation I asked if he would write a post for Library Grits.  He has also started his own blog, The Library Element, so there is another great practitioner to follow through your favourite reader. Now onto Philip and his library transformation.....

Photographs and further information about the transformation can be found on VIS Library development page.


Imagine creating the library you have always dreamt of. My dreams of the ultimate library are quite lofty so I still have a long way to go however I have been thrilled by the process of redesigning and redefining our library at Vientiane International School (VIS), Laos. The VIS Library has just been through a dramatic renovation which involved packing up our entire collection, stripping the building down to it's shell and redesigning every detail.


The first step in this process began with my very first step into the VIS Library back in 2011. A huge amount of work had already gone into building the library from a very small collection into a fully functioning library providing resources for students across K-12 but more work needed to be done. While the library was well used at that time there was very little about the physical environment that reflected the values, pedagogical approaches and philosophies of VIS. The next stage in the development of the VIS Library was to address this mismatch. 

So what took up that 3 years between arriving at VIS to the renovation taking place in July 2014? Preparation involved a careful consideration of the unique needs of the VIS community..... 

  • Collectively we challenged our assumptions about the role of the library and what strategic design features would contribute to our community. 
  • We observed library traffic and student usage of the spaces, we gathered formal and informal comments. 
  • We consulted with parents, students, teachers and carefully observed student usage patterns which informed us about what they needed. 
  • We also consulted with other librarians & library interior designer Kevin Hennah in 2013 to gain an outside expert perspective on our library spaces and have adapted and implemented those suggestions with wonderful results. 
  • We culled heavily and invested in reinvigorating our collection with the aim of providing a rewarding experience for students enticed to explore the spaces.


We have defined our space with student centred strategies & built a flexible future proof environment. A key focus was to create a unique experience for visitors so a visit to the library has become an event in itself. We have decluttered making the literature the star of the show, we have minimised the administrative features and maximised student agency through design features that invite and encourage student independence. Students can now experience the quiet pleasure of solitary reading as well as a more boisterous collaborative experience.

While it is still too early to use circulation data to investigate changes in library usage, the volume and variety of library visitors has changed dramatically. But most importantly, the variety of independent student led inquiry in the library has confirmed the theories and philosophies behind the changes we made. I can now see the emergent nature of student learning happening before my eyes through access that is student led, inquiry focussed and above all, fun. When I walk around the library at break times I see students engaged in a wide variety of learning engagements entirely initiated and led by the students as they naturally respond to their context. There are what we would describe as literacy circles, mother tongue buddy reading, solitary reading for pleasure, collaborative studies and investigations (sharks, castles and dragons are common areas for exploration), access to all text types and genre and parallel reading (parallel play but with books). 


One key indicator that we have achieved our goal is the occurrence of emergent student behaviour that I did not predict. The students rearrange furniture to configure their environment to suit their needs. Maker spaces come and go as student inspiration impels them into action. This emergent nature of student response to their new library environment has been the most satisfying experience to be a part of. 


These images were taken during a random 60 second walk-through during a recent break time but captures some of those deep moments of emergent learning. 




So while my dreams of an even more adventurous library remain, the VIS Library is now a space I (and many others) thoroughly enjoy. Please visit next time you are in Vientiane, Laos, or contact me if you would like to know more. 

How do you imagine the library you have always dreamt of?

Saturday, November 15, 2014

The Genius of the DDC.


I may be a bit slow on this, but in the past two weeks I have come to realise what a genius Melvil Dewey was in his development of the Dewey Decimal System for library organisation. 

Let me explain ....

The use of our non fiction section is woefully low. It is essentially 4 long shelf bays taking up space in what is already a small space. There are many reasons for this, not the least is that the students actually don't know how to make sense of the non fiction - the code that Dewey created is brilliant once you know and understand it and unfortunately our middle years students didn't.

I created a lesson on how the non fiction is organised.

The students were greeted with 10 piles of books on tables with a number on top.



Their interest was piqued. 
They started looking through the books on the table asking questions ...
What is this number, why is it on this pile of books?
What are these books? Can I borrow this book?

I then told the story of Melville Dewey having the problem of having to organise the books in his library over 150 years ago. How would they organise a library full of books? Some suggestions were thrown around, with a bit of thinking also going on.  We talked about what decimal means, and how it is a metric system then led into how Dewey organised all the worlds information into lots of 10 by dividing the number 1000. And we ended up with the numbers on top of the piles of books. We were then going to "reverse engineer" the dewey system.

Their task was to look at each of the piles of books and figure out what the connection was in how they were organised under that number together. 
They did have a paper to record their thinking for each of the numbers. I created this based on the Dewey as a caveman that can be found here.


I observed them and interacted with them when they seemed to be heading into the "make a quick decision but not really think about it trap". The 100's, 200's, 400's, 800's, 900's,  and seemed to be the ones they grasped easily, the 300's, 500's, 600's, 700's and 000's proved to be the most difficult as they had the greatest range. It was quite difficult for the students to pull back from the 'topics' and see the concepts behind the organisation. This was a high level thinking activity where connections needed to be made across various levels of pre knowledge and understanding of themes and topics, and connecting with what they already knew from the other piles.

We started to look at the big picture of the ones they 'got' first. What was the theme behind the organisation? They managed to identify the 100's thinking, 200's beliefs, 400's communication, 800's literature or the telling of stories, 900's history and geography.

They then revisited the other categories and tried to figure out the connections. Many were quick to label everything as culture, but were urged to think more specifically than that. Attempts were made, some were correct. I revealed the answers, working through them as concepts rather than topics and this is where Dewey's brilliance was revealed to me in a number of ways.... explained later.



The students seemed to 'get it' at the end, and said the organisation made more sense.  I think this was due to the focus being on the concepts rather than the "Dewey topics". After the lesson students went into the non fiction area to see what else they could find under their new favourite number, and some even borrowed the books in the piles. Many were interested in looking at the DDC volume and seeing how it all came together after the big numbers.

I can see a development of this lesson where each group is given an object or theme and they are to create the perspective or contextual and conceptual framework where it could be placed into each dewey category....

Take for for example a pen: ...
100's  - Posing a philosophical question - "The pen is mightier than the sword"
200's - The ethics of using a pen to vandalise
300's - examining the effect the pen has had on the world - socially, economically and environmentally
400's - The word PEN in various languages
500's - The natural materials used to create the pen
600's - How the pen works
700's - Pen twirling as a sport
800's - Poetry and Jokes about pens
900's - the history of the pen

I will just see about that. The main objective of the first lesson was to expose the students to the non fiction and to help them understand the system better. 

So where did I figure Dewey's brilliance came in???

Firstly - the system is totally concept based.
100 - How man thinks 
200 - What man believes and values
300 - How man interacts with each other and the environment
400 - How man communicates with each other
500 - The natural world that man lives in 
600 - How man uses his thinking to manipulate the natural world (100's + 500's??)
700 - How man uses his thinking and the natural world to enjoy himself
800 - Man recording his culture, language and expression
900 - Where man is in place and time
000 - General recorded information and what comes next?

Secondly - the system starts with man and moves away from himself into the world finishing with history and the past - what has been left behind is furthest from man thinking of himself. (this could actually be seen with a sense of humour - man not learning from history ...)

Third - each category builds on the one before. Ever expanding mans circle of self.

Fourth - Dewey's use of the decimal system where the rest of the world was still imperial in so many ways. 

And lastly - Dewey left so many "unspecified spaces" in the DDC that we still haven't allocated them all. Dewey was certainly a man with a vision that information was going to grow beyond his comprehension.

And for those in the IB programmes - linking the Dewey concepts to the Global concepts is also possible ....

IDENTITIES AND RELATIONSHIPS - 100, 200, 300.
FAIRNESS AND DEVELOPMENT - 300
GLOBALIZATION AND SUSTAINABILITY - 300, 500
PERSONAL AND CULTURAL EXPRESSION - 400, 800, 700
SCIENTIFIC AND TECHNICAL INNOVATION - 600, 700
ORIENTATION IN TIME AND SPACE - 500, 900
The 000's would fit across all the contexts.

So that was my epiphany - nothing earth shattering, but just a better appreciation of something that has lasted the test of time and a better understanding of the reasons for its longevity.

Friday, November 7, 2014

Scooter vs Ferrari



I worked with a Year 10 Individuals & Societies last week, they had to work in a group to research and create an information poster on a political ideology.  They were reminded about using Easybib to create their bibliography, of which they all have an account through a school subscription. They mentioned that 'it was soooooooo painful to use Miss' (they hadn't installed the extension for their browser) and that it would take too long to work together along with Easybib. 

Not wanting to force them to go where they were showing resistance, but knowing they needed to keep track of the resources they were using through the group project I tried something new.  They were using a shared Google doc in each of their groups, and I persuaded one group to try the Google Add on of Easybib, which then led onto the other groups wanting to learn about this, so it spread through the room and by the end of the lesson, all students were using it.
(Google doc -> Add ons -> Get add ons -> Easybib -> install)

This add on is the bare bones, stripped down free version of Easybib. It does the job of creating a bibliography simply and quickly within Google docs. It was particularly good with the group work to enable the students to keep track of where they were accessing their information. It only has three citing functions - book, journal article and website, so we still had to refer to the full version of Easybib to remind them of how to cite a digital image and an article from a database.  Overall it did the job required and will hopefully encourage the students to move onto the full version. I did explain that it was just like riding a motor scooter in that it is the "get the job done" version of Easybib,  and for full power they needed to consider the Ferrari model for which the school pays. They will then find full enlightenment and enjoyment of research.

This quick and timely instruction was also testimony to me to of the power of being in the classroom at the right time when the students were ready to learn about a new skill and tool and were ready to apply it. One off lessons on a skill or tool or resource just do not stay with the students.  They need to see a personal and immediate connection for their use.

This was also good for me as I also have been exposed to more possible tool integration in the Google suite which look very interesting - these include lucidchart, texthelp study skills, bibliography annotator by Diigo, plus a host of others. Do check out the Add ons if you are in a Google suite school.

Using this page 
Anyone may link to this Library Grits without asking prior permission, I’d be honored and happy that you have found it useful. However, I would appreciate if you cited it correctly if you use any part of it wholly or separately.

This page can be cited as follows :
McKenzie, D. (2014, 7 November)  Scooter vs Ferrari. Retrieved from http://librarygrits.blogspot.hk/2014/11/scooter-vs-ferarri.html

Saturday, November 1, 2014

Maze Running


In English, our Year 9 students had a choice of a few books to read : Kitchen, the Curious Incident of the dog in the night time, Jane Eyre and the Maze Runner. Most of the students chose to read the Maze Runner. I was invited to participate in the culminating literature circle activity where the students would look at setting, characterisation and relationships. I had up to, and probably over 45 students to work with over 80 minutes.

Whatever I planned had to be engaging, related to the book, engage them to interact with each other and be heavy on the group work low teacher input for class management.

Each group of 5 students was given a large piece of paper and they were to discuss and draw the layout of the glade (and the Maze if they so desired, but the Glade was the main activity), placing the items of the Glade in places they thought they would be.

This was interesting to watch as the students argued over where they believed different buildings and objects were in the glade, there was much cross referencing with the book with them trying to find evidence to support their arguments. Interestingly, not every drawing was identical. It also took at least 40 minutes to complete this task.


The second task was to list / mind map the characters on another large sheet of paper and allocate adjectives to them (we started with the IB learner profiles and worked out from there). For each characteristic they gave to a character, they had to supply a supporting piece of evidence such as an action or speech the character did that could found in the book. Then as an extension of this, the students had to draw links to the characters who had relationships in the book, and identify what type of relationship it was. For example "Minho and Thomas have a relationship that includes trust, respect, mentor, equal friendship shown through the problem solving they go through and the first test they had to beat the  grievers. "

This took another 40 minutes of discussion (and arguments) and consistent referral to the book to complete, however the feedback from the students was that it was a great activity where they could talk about a book they all loved, fulfill the english criteria and they felt more prepared about being able to discuss the characterisation and relationships that were in the book for their assessment on relationships. They also appreciated the group interaction and not having to write a whole lot. The students who relied on only seeing the movie were unable to contribute as much to the discussion, and that was very apparent to all the students when it came down to details and understandings.



For myself and the teaching,  it was a testament to the use of the humble paper and marker pen tools to help draw out knowledge and make the learning truly visible. No computers or devices or permitted to be used in this activity. This was repeated with 2 different classes, and all students in both classes were equally engaged and always on task with very little teacher input required. This to me is a sign of a robust and repeatable activity!