tag:blogger.com,1999:blog-67984400992320482212024-03-06T05:02:53.597+08:00Library GritsMy journey as a tenacious lifelong learner in the Teacher Librarian field.
Dianne McKenzie, Australia.
School Librarian Connection Unknownnoreply@blogger.comBlogger315125tag:blogger.com,1999:blog-6798440099232048221.post-17420764713820702742019-02-13T05:25:00.000+08:002019-02-13T05:25:10.029+08:00Airlines vs 5 star hotels (in Asia)<div class="separator" style="clear: both; text-align: center;">
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<span style="-webkit-text-stroke-width: initial;">Just recently at a workshop I was facilitating, we were discussing the difference between customer focused service and system focused service.</span><span class="s1"></span></div>
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<span class="s1">Customer focused services include systems & services where the customer is at the heart of how the system operates. Their needs and considerations are always in mind when developing policy, services and facilities.</span></div>
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<span class="s1">System focused services are where the system is the most important part of the service, and nothing else is considered when services, policies and facilities are developed.</span></div>
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<span class="s1">I offered the example of the airline industry being100% system based service. Everything in the system revolves around planes leaving and landing on time, they say the customer is at the heart, but lets break it down with a bit of insight into the international system of airline travel to find the core. I had been married to the airline industry for about 24 years.</span></div>
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<span class="s1">Airlines buy planes to make money for their shareholders, that is core element of their business. To make money they need to move as many people as possible in the shortest time frame.<span class="Apple-converted-space"> It is a global system where airlines pay for specific routes and parking spaces at airports, which are usually far away from the cities they operate from due to noise, congestion and pollution. The health of their staff are not considered when schedules are made, it is about linking flights at airports, reducing plane parking fees by having as many planes in the sky at any time. Seats on the plane are created for optimum space utilisation, not for passenger comfort (in economy anyway). The better classes do have better seats and food, but you are still confined to the schedules of the airlines to a large part of the your experience.</span></span></div>
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<span class="s1"><span class="Apple-converted-space">Planes on the ground are not making money. If you have ever flown to or from India or Pakistan, these flights are usually at the worst times of the day as they are in the centre of the plane world due to their time zone. They are at the start or finish of the network, therefore departing planes have the worst times for human travel. In the airline system people are herded into one area for boarding, you are given a number and told to sit there. If you want something different from the average (like a preferred seat or a different meal) - you may have to pay for the privilege. </span></span></div>
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<span class="s1"><span class="Apple-converted-space">Just today I had to check in for a flight. It was a self check in process where you go to a robot scan your passport, print your own tags and boarding pass, take your own bag to the bag drop and leave it there. Not having to speak to a person in the whole process. Personally I dislike this aspect of travel. I am getting a bit older and I like things to be personal and for someone else to do the lifting (I am not incapable of doing it, I just like other people other doing it). If I wanted this service when flying with this particular airline, I need to pay for Business class. I would like a choice in either automated bag drop or a personal check in. I keep flying because I need to get places, and because of this need I need to deal with the lack of service from the airlines.</span></span></div>
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<span class="s1"><span class="Apple-converted-space">Let us now consider the service in a 5 star hotel in Asia. There is nothing quite like being welcomed by name, with your bags loaded onto a trolley and taken to your room. The rooms are created with the customers needs in mind, and if you need anything more, it is a phone call away. There are people to open the door and greet you whenever you enter or exit the hotel, the concierge will help you to find local places to eat or arrange tickets to a show or event if possible. The hotel still needs to work within the constraints of running a hotel, but there is a bit more flexibility and as the competition is fierce, they want you to return.</span></span></div>
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<span class="s1"><span class="Apple-converted-space">Perhaps this comparison is a little unfair in that you can receive similar service to a 5 star hotel when you pay for Business or First class, however, the undermining conversation about service is the same and when we consider school libraries and what the policies, services and staffing is determined - is it a customer based or service based?</span></span></div>
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<span class="s1"><span class="Apple-converted-space"><b>What has this got to do with the school library?</b></span></span></div>
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<span class="s1"><span class="Apple-converted-space">Consider borrowing policies and how many books a student can borrow from the library at one time. If the policy is customer based, there would not be a limit and the student could borrow as many or as few as they like each time. If it is system based, there will be limits and probably for very good reasons - the shelving when the books are returned, to ensure there are enough books for everyone, to minimise loss. But if you consider these reasons, they are created to ensure the system is the main focus of the policy.</span></span></div>
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<span class="s1"><span class="Apple-converted-space">There are restraints that a school library has to work within to function well, and systems are required within these restraints. What I would like is some reflection on when a decision is made, is it something that will make the system work better or is it best for the customer or community?</span></span></div>
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Do we greet the students by name? </div>
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Are we interested in what they are reading or doing for clubs? </div>
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Do we make a connection with them? Is the design of the library student focused? </div>
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Is the furniture appropriate for their needs? </div>
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The collection - is it what the students want and read or what the school librarian and others deem is more appropriate for them? What services are you offering that help the students to navigate the space and systems? </div>
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Is your signage clear and easily understood. </div>
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Do you have a choice of self check out or personal check out? </div>
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Is the collection arranged so the students can find what they are looking for, or is there a system that everything needs to be fitted into? </div>
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Do the people who work in the library like children? Are they able to relate to them? </div>
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I really like the meme that opens this post, school libraries are a service, not a store house. We need to connect with our students, and to do that we need to consider what their needs and wants are and see if we can make that happen.</div>
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<br /><div class="blogger-post-footer">This post originally appeared on Library Grits</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6798440099232048221.post-31008034991117906492018-11-04T12:11:00.001+08:002018-11-06T12:14:01.660+08:00Developing a mother tongue collection<div class="separator" style="clear: both; text-align: center;">
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<tr><td class="tr-caption" style="text-align: center;">Jeremy talking to students<br />
(Image supplied by and approved by AIS Chennai)</td></tr>
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<span style="font-family: "arial"; font-size: 14.6667px; text-indent: 48px; white-space: pre-wrap;"><i>Jeremy Willette, currently the Head Librarian at the American International School Chennai (AISC) in India, has been at the school for 8 years. I visited the school in February for the ECIS Triennial 2018, a gathering of librarians that occurs at an international school library in different locations around the world every three years. As part of the conference Jeremy offered tours of both the elementary and secondary libraries, and part of the tour we were able to view the international or mother tongue collection that Jeremy has curated over his eight years at the school.</i></span></div>
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<i style="font-family: Arial; font-size: 14.6667px; text-align: start; text-indent: 48px; white-space: pre-wrap;">This is an area that so many IB school libraries struggle with in terms of justification of budget, time and space to support mother tongue (or home languages) in the school. </i><i style="font-family: Arial; font-size: 14.6667px; text-indent: 48px; white-space: pre-wrap;">I was so very impressed with the size, breadth and robustness of the international languages collection that Jeremy had obviously focused quite a bit of attention and budget on that </i><i style="font-family: Arial; font-size: 14.6667px; text-align: start; text-indent: 48px; white-space: pre-wrap;">I asked him to write a guest post for Library Grits in the hope it may help others to think about developing a robust rather than tokenistic mother tongue collection and to understand why this is important to your school community. Jeremy kindly sent me the following background to how and why he felt it was important to create an impressive mother tongue collection of over 5,000 titles.</i></div>
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<span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">I recall the day a new elementary student from Finland arrived in the library along with the rest of her class. Panic-stricken, the girl saw lots of books on display and what must have seemed like a sea of shelves to her. Her teacher explained to me that the girl didn’t know any English and was experiencing some anxiety because she was unable to communicate with anyone in the new school so far. Off in a dash, I quickly came back with a few books that I held out to the student. </span></span></div>
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<span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">In my hands I held more than just books. I was holding a lifeline, the equivalent of a big welcome mat to this young girl. These were books in Finnish, and her face lit up. Suddenly, and with a huge sense of relief, she found before her an instant connection to herself, her identity, her culture, and her language. As other students checked out books to take home, she proudly walked up to the circulation desk and confidently checked out hers too. She smiled. That experience has stuck with me for years.</span></span></div>
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<tr><td class="tr-caption" style="text-align: center;">(Images supplied by and approved by AIS Chennai)</td></tr>
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<span style="font-family: "arial"; font-size: 14.6667px; text-indent: 48px; white-space: pre-wrap;"> I did not start out as a librarian, but became one because I wanted to make a positive difference for students. Having majored in languages and foreign literature at the university level, I first started my career in education as a world languages teacher. I credit amazing teachers in sixth and seventh grade for igniting a spark in me to go on and study different languages and cultures throughout middle and high school. After several years of then passing on a passion for other languages and cultures to my own students, I decided to become certified in English as an Additional Language, so that I could help even more students access language, this time across the school. It was during this time period of instructing English Language Learners that I found my calling as a librarian. I noticed that students had difficulty locating and working with resources that they could understand and this hindered their access to the curriculum and other information for academic and personal use. I made it my mission to find great books, films, and texts that would help them access their learning - sometimes in English and sometimes in their home languages. I went back to school again and became a teacher librarian, a profession I proudly find myself in today.</span></div>
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<tr><td class="tr-caption" style="text-align: center;">The home languages collection at AIS Chennai. (Image by D.McKenzie)</td></tr>
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<span style="font-family: "arial"; font-size: 14.6667px; text-indent: 48px; white-space: pre-wrap;"><br /> Books in languages other than English currently make up 12.98% of the library, approximately 6,000 of the 47,000 books in our combined elementary and middle school library collection, the two divisions I work with daily. When I first started working AISC eight years ago, there were less than 500 of these books. That’s about a 1,200% increase in our mother tongue collection.<span style="font-family: "arial"; font-size: 14.6667px; text-indent: 48px; white-space: pre-wrap;">
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<tr><td class="tr-caption" style="text-align: center;">1. Korean story telling time, 2. The Library team 3. A student enjoying reading in her home language.<br />
(Images supplied by and approved by AIS Chennai)</td></tr>
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<span style="text-indent: 48px; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">About three-quarters of today’s home language collection has come through international book orders. I give the school community’s main language groups a budget each year to purchase books as well as guidance on what things to focus on each ordering season. Sometimes this is to support new curriculum units, acquire recent popular titles in home countries, or round out the collection with classics, award winners, and topics of general interest. The process begins with parent meetings, sometimes with the assistance of a translator, in which I talk </span></span><span style="font-family: "arial" , "helvetica" , sans-serif;">about the collection, rationale behind the project, and next steps. Over the course of a couple months, the group then communicates with each other and myself using additional get-togethers and Google Drive to create lists that they’ve researched for new orders.Groups record titles, authors, and subject information in English and their home language.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Not only is this useful when placing orders, but the library uses these lists when entering catalog information in Destiny because patrons can search for library resources using their native script. Once finalized, the teams help place the orders directly with bookstores in their home countries, who then ship the books to the school. Parent ordering teams are very involved, and there are usually over 50 parents participating in this project each year. One year the Korean ordering teams even made their own library team business cards!</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0RPAEwKDw_wEsZr_VN4JJ3DKFcl1-udwxHAcJmZgnk3uJ5xlsAFQn3sghK_VHO-0azY-APeN_Y1DEwoFfgwfSm8hEaF-WFC3Uhyphenhyphen9QA19HGaB3hJImus7AbqrAHpP8B35PzhU5sXv62FI/s1600/Collage+6+AISC.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="534" data-original-width="1600" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0RPAEwKDw_wEsZr_VN4JJ3DKFcl1-udwxHAcJmZgnk3uJ5xlsAFQn3sghK_VHO-0azY-APeN_Y1DEwoFfgwfSm8hEaF-WFC3Uhyphenhyphen9QA19HGaB3hJImus7AbqrAHpP8B35PzhU5sXv62FI/s640/Collage+6+AISC.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">1, 3. Readers enjoying some books in their home languages, 2. The Japanese buying team being briefed on the criteria. (Images supplied by and approved by AIS Chennai)</td></tr>
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<span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"> Community support for the home language collection is so large and has grown so much that the remaining quarter of new acquisitions come through family donations. Many families have donated their books, in good condition, to the library upon departing the school community as a legacy for future generations of students. In some cases they have even bought new books on their own and gifted them to the library because they have enjoyed seeing the collection grow in their language. The elementary and middle school library now supports over 50 languages. </span></span>
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<span style="font-family: "arial"; font-size: 14.6667px; text-indent: 48px; white-space: pre-wrap;"><span style="font-family: "arial"; font-size: 14.6667px; text-indent: 48px; white-space: pre-wrap;"><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAECzx21UFGfBEB6H8Ao0vxUzC7wvIRdopIDdgavT4nlM-9fKwflbBP9B1tJJ5XyvuIyQYEqfj5bFFI5w8Ye9VuBzbBmaPW6_ldUjygz82tnSKOe5NMf6ap3o-rUogMPh2HOEmSn_dtaQ/s1600/Collage+4+AISC.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="534" data-original-width="1600" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAECzx21UFGfBEB6H8Ao0vxUzC7wvIRdopIDdgavT4nlM-9fKwflbBP9B1tJJ5XyvuIyQYEqfj5bFFI5w8Ye9VuBzbBmaPW6_ldUjygz82tnSKOe5NMf6ap3o-rUogMPh2HOEmSn_dtaQ/s640/Collage+4+AISC.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Some shots of the Junior library (Taken by D.McKenzie)</td></tr>
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<span style="font-family: "arial"; font-size: 14.6667px; text-indent: 48px; white-space: pre-wrap;"><span style="font-family: "arial"; font-size: 14.6667px; text-indent: 48px; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: 11pt; text-indent: 36pt;"> At first some parents were reluctant to have such a thriving collection of non-English resources. Parents often send their children to international school because they want their kids to learn English. Consequently, some worried that exposure to such a wide variety of texts in their home language would hinder their English language development. However, as I have explained over the years, parents need not worry. Because of my strong language acquisition background, I have been able to show parents how students are able to gain access to important concepts in and out of class when they read in their home language, and that this does not need be at the expense of learning English. When our students return to their home countries, I want them to be well-versed in their native literature and be up to speed in academic content and skills, not just fluent English speakers. Of course we also have tons of materials in English at a range of different reading levels and in a variety of formats. Students’ English language progress has not slowed down, and if anything, language development has improved as shown through external assessments. Now parents are some of the biggest advocates for this collection. While the non-English holdings only account for approximately 13% of the collection, they make up close to 23% of the library’s total circulation. Kids (and parents!) love to read in their home language. </span></span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDLCTT-M4G3-e4cat4p6xVnR1Hr8FyaxGm4k2h_pbXdv1vRJrgFOb5S_QZM20PKkZdy8_LDhbtx9hU0GkfBXmVEIUfnDDeu7X7HaLcjQZXz8-W0J6YDaHYTDugXjUajB0po9i_ahsZX1c/s1600/Collage+2+AISC.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDLCTT-M4G3-e4cat4p6xVnR1Hr8FyaxGm4k2h_pbXdv1vRJrgFOb5S_QZM20PKkZdy8_LDhbtx9hU0GkfBXmVEIUfnDDeu7X7HaLcjQZXz8-W0J6YDaHYTDugXjUajB0po9i_ahsZX1c/s320/Collage+2+AISC.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Views of the elementary library at AIS Chennai (D.McKenzie)</td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: 11pt; text-indent: 36pt; white-space: pre-wrap;"> I have taken the notion of reading in one’s language one step further by creating a vibrant read-aloud culture after school in different home languages. Once a month, students have the opportunity to hear stories read by the parent community in their language. I work with the parents in selecting books, and many times these are centered around a theme or event. Parents have taken this far beyond the level of a typical read-aloud. They are full-on productions with costumes, props, and sometimes even set design! I recall going to the library as a child and hearing great stories. I realize that children may not always fully understand the stories they hear in English during the school day, so I want children to have this experience with others in their home language too. I love watching my students engage with stories, with their parents, and each other during these moments. When you get to see quieter English Language Learners during the school day open up because they are speaking their language, it is quite magical.</span></div>
<span style="font-family: "arial"; font-size: 14.6667px; text-indent: 48px; white-space: pre-wrap;"><span style="font-family: "arial"; font-size: 14.6667px; text-indent: 48px; white-space: pre-wrap;"><span style="font-family: "arial"; font-size: 14.6667px; text-indent: 48px; white-space: pre-wrap;"><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFiHN9yWKZKDpSz4fK0VhZun3jR3CF4PL363xpE0zg9eQOWP-cw3ulcpaGDGtat9Rw0sDHOYheRqZJpx_KCmDkOF0wjarlrj5II2yx3C3eLAMJMxmW7tCjI5G4m2PEl4a1oI2qVbJX-Uw/s1600/Collage+3+AISC.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFiHN9yWKZKDpSz4fK0VhZun3jR3CF4PL363xpE0zg9eQOWP-cw3ulcpaGDGtat9Rw0sDHOYheRqZJpx_KCmDkOF0wjarlrj5II2yx3C3eLAMJMxmW7tCjI5G4m2PEl4a1oI2qVbJX-Uw/s320/Collage+3+AISC.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">More views of the elementary library at AIS Chennai (D.McKenzie)</td></tr>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: justify; text-indent: 36pt;">
<span style="font-family: "arial"; font-size: 14.6667px; text-indent: 48px; white-space: pre-wrap;"><span style="font-family: "arial"; font-size: 14.6667px; text-indent: 48px; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: 11pt; text-indent: 36pt;">Our library has promoted a love of reading and literacy, be it in any language, and students have gained important reading skills that can transfer across languages. These skills include inferring, predicting, visualization, making connections, and all the other wonderful things that come along with reading for both pleasure and academic purposes. Our school has an international mindedness statement, and our library is able to contribute towards this mindset through the home language collection. Embracing multiculturalism also means embracing languages. In order to feel truly included in the learning community, students need to see themselves and hear themselves reflected in the books they are reading. </span></span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZS0PyemSCvmCONkZk5npAYWWjjbb1IiVo8yFnc9Cc2dkWzM7uJDdg3BIL9LSjPIhXyjcRsfGkWMqrIHJrbmtXO2md5Jm48TTD4RJcWfmvjYnzs3jGmJXip4eQcMThRR6rqCxnEWfdNlY/s1600/Collage+1+AISC.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZS0PyemSCvmCONkZk5npAYWWjjbb1IiVo8yFnc9Cc2dkWzM7uJDdg3BIL9LSjPIhXyjcRsfGkWMqrIHJrbmtXO2md5Jm48TTD4RJcWfmvjYnzs3jGmJXip4eQcMThRR6rqCxnEWfdNlY/s320/Collage+1+AISC.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">More views of the elementary library at AIS Chennai (D.McKenzie)</td></tr>
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<span style="font-family: "arial"; font-size: 14.6667px; text-indent: 48px; white-space: pre-wrap;"><span style="font-family: "arial"; font-size: 14.6667px; text-indent: 48px; white-space: pre-wrap;"><span style="font-family: "arial"; font-size: 14.6667px; text-indent: 48px; white-space: pre-wrap;"><span style="font-family: "arial"; font-size: 14.6667px; text-indent: 48px; white-space: pre-wrap;"><span style="font-family: "arial"; font-size: 14.6667px; text-indent: 48px; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: 11pt; text-indent: 36pt;">In addition to the many stories of those who have found themselves in our library, one particular and final story comes to mind. A father sat quietly one day waiting for me and told me that we needed to talk. His son, a young boy, had come home saying that he had found library books in the family’s language, to which the father had replied was impossible. The family spoke Twi, a language of Ghana, and the boy wanted books in his language too, just like his classmates who were taking out books in French, Japanese, Korean, Spanish, and more. When the father explained the story further, he told me that the boy had asked a member of our library team for a book in his language, and they found three on the shelf. The father could not believe it and just had to see for himself. He was overcome when emotion when he finally saw the books, so far from his homeland. Several times that year he exclaimed with pride that Twi books were in the library, and it was the first stop the family made at school when the boy’s grandfather came to visit. This is one of the many ways this library has worked to reach its demographic and promote a love for languages, literacy, and libraries, something very close to my heart. It makes me feel so happy when I see how this has truly touched my learning community’s hearts as well.</span></span></span></span></span></span></div>
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<span style="font-family: "arial"; font-size: 14.6667px; text-indent: 48px; white-space: pre-wrap;"><span style="font-family: "arial";"><span style="font-size: 14.6667px; white-space: pre-wrap;"><i>If you would like to contact Jeremy about his home language collection please leave a comment and I will forward your interest to him, or find him on social media @libraryjet.</i></span></span></span></div>
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<span style="font-family: "arial";"><span style="font-size: 14.6667px; white-space: pre-wrap;"><i>All photographs taken by AIS Chennai were given approval by the school and parents to be used on this blog</i></span></span></div>
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<div class="blogger-post-footer">This post originally appeared on Library Grits</div>Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-6798440099232048221.post-91680164422286521682018-10-21T16:55:00.003+08:002018-10-21T17:22:10.151+08:00EARCOS Bangkok March 2018<div style="text-align: justify;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrS2Gc5NYtd3RwOaSO1lIqwDFG-lOm5Rb-P3CGWR9ZnNJXqqMNcU0H_WuuumDq06DPKGN1T89Kjet7ulgoZ5MPuW7pprxpk1Msby2GRg7xbplOUz4rPqdzCxSeljJSnZTMK9NZbdvKQPA/s1600/Earcos+cover.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="387" data-original-width="303" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrS2Gc5NYtd3RwOaSO1lIqwDFG-lOm5Rb-P3CGWR9ZnNJXqqMNcU0H_WuuumDq06DPKGN1T89Kjet7ulgoZ5MPuW7pprxpk1Msby2GRg7xbplOUz4rPqdzCxSeljJSnZTMK9NZbdvKQPA/s320/Earcos+cover.png" width="250" /></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Back in March I had the good fortune to be invited to be a workshop facilitator at the EARCOS teachers conference. This meant that in between facilitating four workshops, was able to attend and learn from other amazing educators over the three days.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">This is a big conference with over 1000 attendees and with an intense social programme accompanying it. I came home tired and hit the ground running with all the things I had to do, hence the very delayed reflections about the conference. Thankfully the website is still active so I can fill in the finer details my brain has forgotten!</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Keynotes were held at the start of each day and I will reflect on these in this post.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Day 1 : <span style="background-color: white; color: #666666;"><a href="https://www.broadreachtraining.com/about-emma-and-norm" target="_blank">Norman Kunc and Emma Van der Klift</a></span></span></div>
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<b style="font-family: Arial, Helvetica, sans-serif;"><a href="https://www.emeraldinsight.com/doi/full/10.1108/S1479-363620170000010005?fullSc=1&fullSc=1&" target="_blank">Inclusion in the rear view mirror: rethinking ability, opportunity and support</a></b><span style="font-family: "arial" , "helvetica" , sans-serif;">.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Just wow, what a team. I think this keynote had the most impact on me.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Norman is married to Emma, They are both advocates and educators for inclusivity of people with disabilities, Norman also is a person who has cerebral palsy. He did most of the talking for the keynote and made some very poignant remarks which I hope all the educators took back to their schools. Because he has cerebral palsy, he speaks slower than a keynote speaker would usually speak, which was nice to listen to and to fully absorb his remarks. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Emma has been diagnosed with Autism, and has struggled through her life as she knew she had differences, but could not define them.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I hope I can recreate something from my notes that make sense.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgU8usjoDF6Yjmk-U0dRh_QEHdana6SWP_EgQGcHed8cuxq0z7WnmIIzUe40_340N3Gw4liJBKPNh868QrHlnQ8phEedr68bPCndryylR_PZwOvNNUr3l321w5L7NY7dTGgo6lBZ5LAy40/s1600/IMG_3431.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgU8usjoDF6Yjmk-U0dRh_QEHdana6SWP_EgQGcHed8cuxq0z7WnmIIzUe40_340N3Gw4liJBKPNh868QrHlnQ8phEedr68bPCndryylR_PZwOvNNUr3l321w5L7NY7dTGgo6lBZ5LAy40/s320/IMG_3431.JPG" width="240" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBON9omrNIarQSxgE8fjFbY4h92BapI0GilPdME8YDo39xOtjxBIJEY-l7A7Gu4LhUAgthMcizw4CHgFfpxUs8QKXh0XMlF4YON5zPGxu0Qi2LK0JCsWr7jt-E-cxURz_8PRQ9GkA8OeI/s1600/IMG_3432.JPG" imageanchor="1" style="clear: left; display: inline !important; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="1600" data-original-width="1200" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBON9omrNIarQSxgE8fjFbY4h92BapI0GilPdME8YDo39xOtjxBIJEY-l7A7Gu4LhUAgthMcizw4CHgFfpxUs8QKXh0XMlF4YON5zPGxu0Qi2LK0JCsWr7jt-E-cxURz_8PRQ9GkA8OeI/s320/IMG_3432.JPG" width="240" /></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Some of their key points were:</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Disability is an inherent part of human diversity. We need to embrace it and work with disabilities, not try to 'fix' the 'problem'. There is no problem if the thinking is changed. People have the right to be disabled.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In our current thinking we equate ability and skills to opportunities, which leads to the wider thinking that people with disabilities are limited and need to be 'upskilled' or given training, which will in theory lead to greater opportunity. People with disabilities have an amazing ability to navigate in a society that heavily discriminates against them in so many ways. They have unique perspectives and skills sets that are often overlooked because society in general cannot see past the disability. What happens is we turn what should be a social problem into an individual problem. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Norman mentioned that he learned that the problem of disability was not in him, but around him. He started his schooling in a segregated school, but then moved into a mainstream high school. He felt that the segregation undermined his opportunity to learn. That life was 'dumbed down' for him so he could cope. He found the life skills he was taught out of context were useless. He kept repeating through his talk that teaching anything out of context is useless. "You cannot teach swimming in a parking lot", he felt he was in a parking lot in the segregated school. It was not until he left the segregated school that he could learn the complex rules of human interaction and life.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">They mentioned Bill Page from Australia and how he uses a swimming analogy -</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">"Never give swimming lessons when someone is drowning" Bill Page also advocates that parents and educators have two roles - one as a lifeguard and one as an instructor and knowing when these roles are appropriate is key to support.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">"We have many biases and we have worked very hard to get them".</span></div>
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<span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Emma is currently working on a book, based on her Master’s thesis, about what teachers and support workers can learn from hostage negotiators about de-escalation. Her paper is available here : <a href="http://www.academia.edu/12388323/_TALK_TO_ME_EDUCATION_MEETS_HOSTAGE_NEGOTIATION" target="_blank">"Talk to me: Education meets hostage negotiation"</a> .</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">This was a powerful keynote that shifted my thinking.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white;"><b><a href="https://pernillesripp.com/" target="_blank">Pernille Ripp</a> </b></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><strong style="background-color: white; margin: 0px; padding: 0px;">Passionate Learners – How to Engage and Empower Your Students</strong></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://www.youtube.com/watch?v=VKCYj9KQS0o" target="_blank">Video - ignite session at ISTE</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">When Pernille Ripp was speaking I found myself agreeing with what she was saying. It is not teaching science, just basic rules of engagement that are well articulated. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">These were her main points ...</span></div>
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">We set schools up for adults - not kids</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">We need to ask the kids what they need & want</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Instead of assuming - ask </span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">When you talk about Data make sure you have a picture of the kids in front of you</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">How do you feel after the first week of school?</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">There are no bad kids, they are kids with bad days - just like adults.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Even a small change can make a monumental difference</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">We as educators can make someone's day better or worse, and this can create a ripple effect</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Give students choice, voice and power to explore.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">How can we use the environment to make learning better?</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Students need to own their learning and be co-owners of the curriculum</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Ask the students - how do you learn best ... have them identify their own strengths and weaknesses - ask - what happened, how can it be better?</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">What should you be asking the children you work with?</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">What should you be asking the adults?</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">What can I do to change my teaching to be better?</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">How do you make the students feel? They want to feel safe & loved.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Re Homework - are you cognizant of what you are asking them to do?</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">How can you really personalise the learning?</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">How can you change the systems?</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">How many of our practices are never questioned because they are routine?</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Who asks the first questions - the students or the adults?</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Assume every child is doing the best they can on THAT DAY. Always presume the best intentions from the children.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Do not run on shame but run on community</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Consider - "You are the kid I hoped would show up today, so welcome, I am glad you are here".</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Love the kids first, then teach.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Ask the students : How can I be a better teacher? Do I have your respect?</span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Never be the reason that a child hates school.</span><br />
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<span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Day 3 <b><a href="https://www.erikson.edu/about/directory/chip-donohue/" target="_blank">Dr. Chip Donahue </a></b></span></span><br />
<span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;"> <a href="http://www.ecaconference.com.au/wp-content/uploads/2016/11/Donohue-Family.pdf" target="_blank"><b>Family Engagement in the digital age.</b></a></span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">One of Dr Donahue's presentations from another conference is available at the link above which covers some of the main points, and my notes below are some of the key points he made about parenting and early education in the digital age.</span></div>
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">We currently have a situation where there is parenting without presence, where the digital world is more interesting than that of the childrens' and families world.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">We need to be giving positive messages rather than prescriptions on how to manage our lives through encouragement and empowerment rather than shame and guilt.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">We need to switch off to think</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">We need to live well with the medium rather than opposing or restricting it.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Are we screen worried or screen wise?</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Screen time - how much is enough or too much? - this is not a useful debate.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Time does matter, but it is not the only method to measure - what is the context and what are the connections being made? When is enough, enough?</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">We are blaming the devices for issues rather than people.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Australia has brought out "sedentary guidelines" which assumes that screen time is sedentary.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">We need to use tablets etc to think different, play matters even if on a digital device.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Parents are to be the first responders, however there is usually a message - do as I say - not what I do. There are issues with families in the digital age.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">3 C's - Context, Content and Child.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Old theory within a context of new practices</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">We need to keep relationships at the heart of all we do.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">The digital medium is a powerful tool for learning, where the children can tell the story of their own learning. They need to be the creators, not just the consumers.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">The more you connect online - the less you connect in the physical world.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">When families do better - the children do better.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Educators need to become media mentors for families to make a difference.</span></li>
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<div class="blogger-post-footer">This post originally appeared on Library Grits</div>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-6798440099232048221.post-54018320578819519082018-04-09T19:18:00.001+08:002018-04-21T05:59:57.532+08:00ECIS Librarians Conference 2018 - Chennai part 4<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Evidence Based Practice in the School Library Context</span></h4>
<span style="font-family: "arial" , "helvetica" , sans-serif;">The 4th day of this wonderful ECIS conference had me facilitating a workshop on " Evidence based practice". We had about 25 in the group and all wanting to learn more about how Evidence based practice can help them prove they make an impact to the learning in their school.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The day was split into the following focus areas.</span><br />
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">What is evidence-based practice?</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Planning for evidence based practice and action research </span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Conducting action research</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Evaluating the research and going forward</span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">We examined and unpacked the three layers of evidence based practice which Ross Todd teased out in his paper "</span><span style="font-family: "helvetica";">The evidence based manifesto for school librarians." SLJ April 1 2008. </span></div>
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<span style="font-family: "helvetica";">1. <b>Evidence For Practice</b>, is where empirical research (big research) has found evidence that certain practices make a difference. The work of Keith Curry Lance in the Colorado studies, the retail research that front facing books make a difference to sales / borrowing and that genrifying a collection can lead to higher borrowing and increased reading --- plus many other studies.</span></div>
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<span style="font-family: "helvetica";">2. <b>Evidence in Practice</b> is where the practices that were studied in the external empirical research are adopted by the school librarian in their every day practice. It could be that they have a bank of front facing books, or have chosen to genrify the collection based on the research. They then reflect and modify where necessary, and transform the research into their own practice.</span></div>
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<span style="font-family: "helvetica";">3. <b>Evidence of practice i</b></span><span style="font-family: "arial" , "helvetica" , sans-serif;">s about the real, measured results of what you are actually doing with and for the students and if it is making an impact. </span><span style="font-family: "helvetica";">It establishes what has </span><span style="font-family: "helvetica"; font-weight: 700;">changed for learners </span><span style="font-family: "helvetica";">as a result of the inputs, </span><span style="font-family: "helvetica";">interventions, activities, and processes</span><span style="font-family: "arial" , "helvetica" , sans-serif;"> of what the librarian does as an educator.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">We looked at the reasons behind why evidence <b>OF</b> practice is so important which includes being able to a</span><span style="font-family: "helvetica";">rticulate & demonstrate to others that what we do, does actually enhance student learning. </span></div>
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<span style="font-family: "helvetica";">We need to be measuring what impact we have on student learning. We need to know what they are learning from us, and how well they are learning. If we cannot do this, we need not be in schools. I may have even made a bold statement captured in this tweet ...</span></div>
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<span style="font-family: "helvetica";">We considered how well we align with what is going on in the school, are we working in parallel or merging with the curriculum? Do we use the standards the teachers are using or do we cling to our own 'library' standards?? </span></div>
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The participants brainstormed what they do in their role as a school librarian ....</div>
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They had to identify what they thought actually made an impact on student learning and how.</div>
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They were asked ...</div>
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What are the real results of what you do,
rather than what you think you do?<span style="font-weight: 700;"> </span></div>
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Using the 7 elements of school librarianship identified by Crumley and Koufogiannakis the participants identified and sorted three things they do under each of these headings. ...</div>
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<li>reference/inquiries</li>
<li>teaching and learning</li>
<li>collection development </li>
<li>management and systems </li>
<li>information access and retrieval </li>
<li>programming </li>
<li>marketing/promotion </li>
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<i>(Crumley and Koufogiannakis, 2001, Developing evidence-based librarianship: Practical steps for implementation. Health Information and Libraries journal, 19,61-70)</i></div>
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They had to identify one action / practice they currently do that they would like to find out if it does make an impact.</div>
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We discussed what diagnostics were and how important it was to determine what is already happening so that you know if anything has changed. Diagnostic tools were identified - TRAILS, bibliographies, student work, surveys, video, photographs etc. </div>
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The next step was to learn how how to collect evidence and what type of evidence would be useful to find out what you needed to know, the following examples are from <span style="text-align: center;">from Asselin, M. Evidence Based Practice (Literacy Links) Teacher Librarian. October 2002.</span></div>
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<li style="font-family: Helvetica;"><b>descriptive</b> : describing a phenomena -<br />What are the genre preferences of boys and girls at your school?</li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><b>correlational</b> :</span> <span style="font-family: "helvetica";">examining relationships between two
or more variables</span><span style="font-family: "arial" , "helvetica" , sans-serif;">W<span style="font-style: oblique;">hat is the relationship between the amount of voluntary reading
and reading comprehension?</span></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><b>experimental</b> : </span><span style="font-family: "helvetica";">Test a new procedure</span><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>Will boys voluntary reading increase if more non fiction books are
more accessible? </i></span></li>
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We looked at the various types of qualitative and quantitive research and then identified when it might be useful to conduct individual, collaborative and school wide research. We moved onto the types of evidence that could be used and how not all evidence is created equal.</div>
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The participants had the opportunity to plan for an action research they were motivated to undertake, bouncing ideas around with others. The following questions were posed to scaffold their thinking ...</div>
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">What do you want to find out?</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">What do you currently do that you want to do
better, bigger or prove that it has an impact?</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Is there something you want to introduce,
but need to find out more information
before introducing it?</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Why do you want to find this out?</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">What is your purpose for knowing?</span><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">What </span><span style="font-family: "arial" , "helvetica" , sans-serif;">do you hope it is going to change?</span><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">We finished off the day by discussing the morphing of the School Libraries survey I facilitated earlier in the year and critically evaluating the tool and the explaining the process of collating and making sense of the data. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">To conclude these quotes were shown, be mindful of the context of the school librarian. We claim that school librarians make a difference, but we need to show evidence of this claim.<br />
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I want to conclude this blog entry by changing this quote below a little...</div>
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<b>I don't want to just believe I make an impact on learning, I want to know.</b></div>
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If you are interested in this full day workshop, please contact me at contact@schoolibrarianconnection.com </div>
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<br /><div class="blogger-post-footer">This post originally appeared on Library Grits</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6798440099232048221.post-19261104048885070882018-03-12T10:00:00.000+08:002018-03-12T10:05:46.883+08:00ECIS Librarians Conference 2018 - Chennai part 3<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Day three of ECIS Librarians conference in Chennai started with another wonderful opening to the day of learning.</span><br />
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">We had another beautiful song from <span style="letter-spacing: -0.12px; white-space: pre-wrap;">Jayashri Ramnath , a wonderful violin recital by a young student in year 2, Dancing Mums from AIS Chennai and a very fun song by <a href="http://www.billharley.com/library.asp" target="_blank">Bill Harley "The Library song"</a>. (which can be downloaded at the link).</span></span><br />
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;"><span style="letter-spacing: -0.12px; white-space: pre-wrap;">Then John Schu led us on a wild ride through getting kids excited about reading and how stories connect us. He fanboyed Kate diCamillo throughout (he did warn us he was going to do this) and highly recommended we all read "<a href="https://www.goodreads.com/book/show/31573892-from-striving-to-thriving" target="_blank">From Striving to thriving - How to grow capable confidant readers"</a> by Stephanie Harvey & Annie Ward, especially the introduction by Dav Pilkey and consider what we and others do to dampen the love of reading without even thinking about it. (There is a 'not for distribution' draft of the book on <a href="http://teacher.scholastic.com/products/pdfs/Intro-From-Striving-To-Thriving.pdf?eml=TSO/eb/20170920//TW/ST/AD//&linkId=43071495" target="_blank">this Scholastic website</a> if you want to see it before you buy, I just found it randomly, really ....). John also reminded us why reading is important and how good authors (Like Kate di Camillo) use reading as a vehicle for learning - about words, the world, feelings, empathy and about the importance of story in our lives and cultures. He also championed the world of book smellers - be loud and proud! Apparently Amulet are the best smelling books - ever!</span></span><br />
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;"><span style="letter-spacing: -0.12px; white-space: pre-wrap;">Then it was time to move into the learning sessions.</span></span><br />
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;"><span style="letter-spacing: -0.12px; white-space: pre-wrap;">Session 1 I attended Tracie Landry's session "Teaching research as a conversation: How librarians can help teachers teach information literacy every day" along with many others in the room. This session was based on one of the six threshold concepts being the focus of much research in economics education and developed further by the ACRL.</span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; letter-spacing: -0.12px; white-space: pre-wrap;">The six threshold concepts are : </span></span><br />
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<span class="thin">• </span>Authority Is Constructed and Contextual</div>
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<span class="thin">• </span>Information Creation as a Process</div>
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<span class="thin">• </span>Information Has Value</div>
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<span class="thin">• </span>Research as Inquiry</div>
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<span class="thin">• </span>Scholarship as Conversation</div>
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<span class="thin">• </span>Searching as Strategic Exploration</div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;"><span style="letter-spacing: -0.12px; white-space: pre-wrap;">Katie Day has done a great job of introducing them <a href="http://www.thelibrarianedge.com/libedge/2015/8/9/metaphors-and-threshold-concepts-for-research" target="_blank">here</a> and <a href="http://www.thelibrarianedge.com/libedge/2015/8/9/inquirying-into-the-research-process" target="_blank">here</a>. Philip Williams has unpacked them in his blog post <a href="https://thelibraryelement.com/2017/11/16/what-is-research-anyway/" target="_blank">here</a>. There is a one page PDF summary of what these concepts are at <a href="https://alair.ala.org/bitstream/handle/11213/7668/ACRL%20Information%20Literacy%20Competency%20Standards%20for%20Higher%20Education.pdf?sequence=1&isAllowed=y" target="_blank">this link</a>. Andrea Khambalia </span>wrote a <a href="https://medium.com/@andreakhambalia/a-simplexity-project-aa4a43a1c2c4" target="_blank">neat outline</a> of how she uses this in a high school setting. (Thanks to Katie Day for supplying these links for this post). </span><br />
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif; letter-spacing: -0.12px; white-space: pre-wrap;">A video I found that gives a good introduction to this concept, even for students is "</span><a href="https://vimeo.com/175421812" style="font-family: Arial, Helvetica, sans-serif; letter-spacing: -0.12px; white-space: pre-wrap;" target="_blank">Research as a Conversation</a><span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif; letter-spacing: -0.12px; white-space: pre-wrap;">" by University Libraries. </span><br />
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;"><span style="letter-spacing: -0.12px; white-space: pre-wrap;">Tracie focused on "Scholarship as conversation".</span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">To start with she posed the question "What do your students think research is?" and then led us into how reading and research are conversations. Teaching through this concept we connect the students or researchers to something familiar - conversations are familiar, research and associated terms are unfamiliar, we need to change the vocabulary to help the students make connections that matter.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">To further the metaphor of research as conversation we discussed how conversations can occur on multi levels, it can occur in many languages and is interactive.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Conversations need to occur in context, as does research. Conversations are recursive as is research. We construct meaning from conversations, as we do from research. Conversations move across multiple social settings and disciplines, with different vocabulary and types of conversations happening in each of these settings - as does research. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Considerations we need to be asking to improve our ability to converse: </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">How do scholars converse?</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Where do these conversations occur?</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">How to access this conversation?</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">What do you want from this conversation? - evidence, arguments, methodology.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">What did you learn from this conversation? </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">How does this learning change your thinking about what you know or believe??</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Who are the influential conversationalists?</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">What impact did the conversation have on you?</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Scientists have their own way of having a conversation that only scientists understand really well - how is this different to a historian? We need students to BE these researchers in their disciplines - not just read about them.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Striking up conversations with strangers - stranger danger - who is a friend or not (fake news, bias etc) when researching? </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Tracie then outlined some strategies to teach students to access Scholarly research.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><i>Using search strategies</i></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Search terms need to be <a href="https://www.une.edu.au/__data/assets/pdf_file/0020/9452/WC_Sentences-Active-passive-voice-and-nominalisation.pdf" target="_blank">nominalised</a> where verbs are changed to nouns. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Also use advanced search strings in any search engine to include </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">"research guide"</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">site:edu (to access university research papers etc)</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">"libguide" OR "research guide" OR "pathfinder"</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Thinking about where these conversations may occur a search string may be </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">-intitle : conference </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">use appropriate hashtags for searching</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">The use of technical terms changes the results - ie renal failure instead of kidney failure - vocabulary is key to finding the deeper & more specific conversation.</span><br />
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<i><span style="font-family: "arial" , "helvetica" , sans-serif;">Research the conversationalist - (ie author)</span></i><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Interrogate the source, be critical thinkers, what do I already know about this and how does this correlate? Does it make sense? What is being said and how convincingly?</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Triangulate - go seek another opinion.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Who will be talking about this?</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">What will their bias and agenda be?</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">What are their intentions?</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">And then I had to leave the conversation!</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The next session was my own on using Social Media in the school library setting. We explored what is currently being used, when and how often, and discovered that many who use Social media to promote their library actually do not have a plan for it nor do they evaluate it. How do we know what value it is adding if we have no idea what we want from it, or if we evaluate it? </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Some key questions to consider to create a plan or policy ...</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Who is your target audience?</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">What platform will be used?</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">What type of content will be posted?</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Who will be posting the content and answering enquiries?</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">How often will you post?</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">How will people find out about it?</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">How will success be measured?</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The next session I attended was Shannon McClintock Millers session Digital Tools to connect, create and collaborate. She highlighted the following platforms that could be useful for school librarians depending on their context and requirements. The link to her slides is <a href="https://docs.google.com/presentation/d/1DUW5wtxh5LwOImh-R35TrqkTbhhZ0cf6pWbe20WfyIg/edit#slide=id.g1611c583e7_2_18">here.</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://www.symbaloo.com/" target="_blank">Symbaloo</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://www.pinterest.com/" target="_blank">Pinterest</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://learninglab.si.edu/" target="_blank">Smithsonian learning lab</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://newsela.com/" target="_blank">Newsela</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://www.brainpop.com/" target="_blank">Brainpop</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://www.dkfindout.com/" target="_blank">DK findout</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://www.skype.com/en/" target="_blank">Skype</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://cospaces.io/edu/" target="_blank">Cospaces</a></span><br />
<a href="https://www.classhook.com/" target="_blank"><span style="font-family: "arial" , "helvetica" , sans-serif;">Class Hook</span></a><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://info.flipgrid.com/" target="_blank">Flipgrid</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://www.photosforclass.com/" target="_blank">Photos for class</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://pixabay.com/" target="_blank">Pixabay</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://www.picmonkey.com/" target="_blank">Picmonkey</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://www.canva.com/" target="_blank">Canva</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://spark.adobe.com/sp/creativecloud?mv=search&a=13&s_kwcid=AL!3085!3!250207954313!p!!g!!adobe&ef_id=WW0-CwAAAScraady:20180312014630:s" target="_blank">Adobe Spark</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://www.google.com.au/slides/about/" target="_blank">Google slides</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://www.spreaker.com/" target="_blank">Spreaker </a>for podcasting</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://www.edu.buncee.com/" target="_blank">Buncee</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://storybird.com/" target="_blank">Story Bird</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://www.smore.com/" target="_blank">Smore</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://www.storyboardthat.com/" target="_blank">Storyboard that</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://www.flipsnack.com/" target="_blank">Flipsnack</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://recite.com/" target="_blank">Recite this</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://www.comicmaster.org.uk/" target="_blank">Comic Master</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://metaatem.net/words/" target="_blank">Spell with Flickr</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://classroomscreen.com/" target="_blank">Classroom screen</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://piktochart.com/" target="_blank">Piktochart</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://padlet.com/" target="_blank">Padlet</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://www.creatubbles.com/" target="_blank">Creatubbles</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://quizlet.com/" target="_blank">Quizlet</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://geoguessr.com/" target="_blank">Geoguessr</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://venngage.com/" target="_blank">Venngage</a></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The last session I attended was with Jill van Niekerk "<b>Under the influence: Collection development for a better world</b>" all about developing empathy and humane education through the resources and education we can provide through our libraries.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; letter-spacing: -0.12px; white-space: pre-wrap;"><br /></span></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Jill's session was based on the question of ethics of information - what is our responsibility to provide ethical and correct information for all library users - not just those who agree with us?</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">She identified a couple of texts:</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"> <a href="http://doug-johnson.squarespace.com/blue-skunk-blog/2016/6/16/library-ethics-for-non-librarians-introduction.html">Library Ethics for non librarians</a> by Doug Johnson,</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://www.goodreads.com/book/show/29279333-the-world-becomes-what-we-teach">The world becomes what we teach</a>, by Zoe Weil (<a href="https://www.youtube.com/watch?v=t5HEV96dIuY">TEDx talk</a> on this topic by Zoe Weil). </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://www.goodreads.com/book/show/29222382-the-humane-economy">The human economy </a> by </span><span itemprop="author" itemscope="" itemtype="http://schema.org/Person" style="background-color: white; color: #181818;"><span itemprop="name" style="color: #333333; line-height: 19.8px;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><a class="authorName" href="https://www.goodreads.com/author/show/2843858.Wayne_Pacelle" itemprop="url" style="color: #333333; line-height: 19.8px; text-decoration-line: none;">Wayne Pacelle</a>. </span></span></span><br />
<span style="color: #333333; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white;"><a href="http://www.blackfishmovie.com/">Blackfish</a> the movie</span></span><br />
<span style="color: #333333; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white;"><br /></span></span>
<span style="color: #333333; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white;">Places to find humane stories and books to add to our collections.</span></span>
<span style="color: #333333; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white;"><a href="https://littlerebels.org/">Little Rebels award</a></span></span><br />
<span style="color: #333333; font-family: "arial" , "helvetica" , sans-serif;"><a href="https://www.amnesty.org.uk/books">Amnesty International Booklists</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://redrover.org/resource/books/">Red Rover humane reading list</a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://redrover.org/readers/">Red Rover reading to build empathy</a></span><br />
<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;"><span style="letter-spacing: -0.12px; white-space: pre-wrap;"><br /></span></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; letter-spacing: -0.12px; white-space: pre-wrap;">Jill stated something that resonated with me in a powerful way </span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; letter-spacing: -0.12px; white-space: pre-wrap;"><br /></span></span>
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><span style="background-color: white; letter-spacing: -0.12px; white-space: pre-wrap;"><b><i>No opinion equals no impact.</i></b></span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><span style="background-color: white; letter-spacing: -0.12px; white-space: pre-wrap;"><b><br /></b></span></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">This statement needs a bit of thinking and unpacking - maybe a later post ...</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Then we were onto the closing ceremony of the conference - so soon!</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">We were treated through a fun Haiku challenge with <a href="http://www.michaelsalinger.com/">Michael Salinger</a> leading the hilarity.</span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBdl-FDc8eDi1xhz8fzUrtSxOdvbXiyw3coNcAKgexJ8khpRBotVFfiwvkrOFeVaCXOFpKEFAUvxurPuynuiyJ6okdRgo9WwNi83h5raH3rHn-a7f2dwbTF7My7m6hbPIAMKgssrBKbYA/s1600/Haiku+2.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="853" data-original-width="1279" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBdl-FDc8eDi1xhz8fzUrtSxOdvbXiyw3coNcAKgexJ8khpRBotVFfiwvkrOFeVaCXOFpKEFAUvxurPuynuiyJ6okdRgo9WwNi83h5raH3rHn-a7f2dwbTF7My7m6hbPIAMKgssrBKbYA/s320/Haiku+2.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Credit: AIS Chennai photographer</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOfbLZwxe63inXBq2ay3Cymv8DSIWxPb7yzrBro5HhEJaaVTyx67oO3hcSjeHYd9UmT7OOi2hR_QyuX22ba3ewu73ex06NoQj1XpnyMQu7uqmpxWoncGWUen3K-n2xa31BPnZCb7Pag84/s1600/haiku.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="853" data-original-width="1279" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOfbLZwxe63inXBq2ay3Cymv8DSIWxPb7yzrBro5HhEJaaVTyx67oO3hcSjeHYd9UmT7OOi2hR_QyuX22ba3ewu73ex06NoQj1XpnyMQu7uqmpxWoncGWUen3K-n2xa31BPnZCb7Pag84/s320/haiku.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Credit: AIS Chennai photographer</td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Then Jeremy Willette gave us a powerful and heart felt closing address on how an empathetic librarian changed his life, </span><br />
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<iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/R_g-Mns9rDg" width="560"></iframe>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">and then the official part of the conference was over and sadness at saying goodbye to learning and new connections was soon overtaken by another opportunity to shop ... </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Chennai will go down in the history of conferences as the Shopping Conference!</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">What a fabulous 3 days of learning and socialising so far ... but wait - there is more ...one more day of post conference workshopping for a lucky few. Others went home, exploring or shopping!</span><br />
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<br /><div class="blogger-post-footer">This post originally appeared on Library Grits</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6798440099232048221.post-91599873970669964662018-03-05T03:45:00.001+08:002018-03-06T05:57:36.228+08:00James Henri - a lasting legacy.<style type="text/css">
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<tr><td class="tr-caption" style="text-align: center;">James Henri 1952-2018</td></tr>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">Yesterday we lost a giant in the Teacher Librarian field, a man who mentored and championed so many Teacher Librarians across the world. James Henri was a huge influence in my professional life and who opened so many doors and opportunities to and for me. This post will be about how James affected me.</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">I first met James as one of my teachers in the Distance Education Masters of Applied Science (TL) course I started in 1998 through Charles Sturt University. If my memory serves me correctly, he was the director of the course and was steering it in the direction to be a leader in the field. I was guided under his tutelage along with Lyn Hay, Linda Langford and others I cannot remember the names of.<span class="Apple-converted-space"> </span>I was based in Hong Kong at the time and it was early days of distance learning - the internet had not been widely rolled out yet, assignments had to be posted by snail mail and communication was tough. By the time I finished in 2002, the internet was running hot, email was the new norm, online platforms were being developed and MOOs were the new big thing and, the course reflected this.</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">He and I had numerous online discussions about course expectations and he dealt with my complaints and rants about too much work with grace and compassion, and was always open to feedback on how the course could be improved. I met him in person when he visited Hong Kong as a visiting consultant for Hong Kong University. I met him at South Island School where a librarian called Sheila worked. I was in awe, but as always, he was humble, graceful and always open to learning something new. We had lunch in a very local cafe and great conversation about his life and how he came to do what he was doing. He often visited Hong Kong after that and we caught up many times.</span></span></div>
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<tr><td class="tr-caption" style="text-align: center;">Dinner with James on one of the many times he passed through HK</td></tr>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">About the same time of my graduation in 2002, James accepted a job at Hong Kong University to build a similar programme for teacher Librarians in Hong Kong, and he moved to the same country I was based in. He quickly reached out to connect to people he knew and we had a few lunches and dinners planning and plotting. James had had some influence with the HK Department of<span class="Apple-converted-space"> </span>Education,<span class="Apple-converted-space"> </span>and persuaded them that every school should have a teacher librarian, as a byproduct of this, he encouraged and offered me opportunities to work with the HK Education Department in facilitating short (3 hour) courses for training these new Teacher Librarians.</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">Over dinner in Lan Kwai Fong one evening in 2002 James brought up the topic of the IASL conference being held in Malaysia and asked if I had thought about presenting. I mentioned that I didn’t really think I had too much to offer as I had only just finished the Masters programme and really was just a beginner. He was very patient with me and suggested that I had much to offer, and we came up with “<a href="http://librarygrits.pbworks.com/w/page/35844921/Short%20Cut%20Cataloguing." target="_blank">Short Cut cataloguing for Busy School Liibrarians</a>” It was an interesting experience as I had planned for the workshop to be interactive and online, however, I had made the assumption that the internet would be available for the participants at the conference in Malaysia. It was not. It was my first foray into presenting at conferences, and it was baptism by fire with having to think on my feet. It was also the first conference I had ever attended as a Teacher Librarian. I attended with my colleague Andrea Walker, we had both been funded by our school to attend and came back with so many ideas and after attending a session by Dr. Blanche Woolls on <a href="http://librarygrits.blogspot.com.au/2011/04/" target="_blank">how to write proposals</a>, we wrote one and it was accepted.<span class="Apple-converted-space"> </span> This conference was where I had first met Ross Todd, Lyn Hay, Suzette Boyd and Linda Langford in person and we went on a shopping trip to a mall in Kuala Lumpur. I remember James saying to me that even when you are at the top of your game, there is a responsibility to not rest on your laurels and to help to build others and that conferences are not just about what you can get out of them, but what you can contribute. It was a life changing comment for me and a phrase he lived by.</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">The HK EDB short courses quickly developed into a post graduate full course with credentials through the Hong Kong University School of Professional and Continuing Education (SPACE), he needed staff and I was one he asked along with Betty Chu, Fanny Chan, Angel Leung, all HK Teacher Librarian superstars. Others were invited into the fray over the years - Sandra Lee, Dana Dukic and<span class="Apple-converted-space"> Clare Palmer, </span>all with specific skill sets he needed to build this course.</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="s1"><span style="font-size: small;">In 2003 the IASL conference was coming up, again James encouraged me to present, this time in <span class="Apple-converted-space"> </span>Durban, South Africa: "School Libraries: Breaking Down Barriers” My presentation was "<a href="https://www.slideshare.net/Dimac4/dont-buck-it-bend-it." target="_blank">Don't Buck it - bend it. Using your school system to increase your influence, to create the working environment you desire</a>”. </span></span><span style="-webkit-text-stroke-width: initial; font-size: small;">This conference was where I had met my now friend and colleague in IB crime, Gary Green.</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">In 2004 James was the drive behind ensuring Hong Kong was the host for the 2005 IASL Conference "Information Leadership in a Culture of Change”. He gathered a team together of those who were living and working in HK including Sue Garner, Carolyn Sinclair, Clare Palmer Livesy Luk, Betty Chu, Peter Warning and others I cannot remember now. It was a tough and long term role, but very rewarding working with these people. The conference was a much<span class="Apple-converted-space"> </span>different style to the regular IASL super extravaganzas as it was focused on the learning and minimising costs to the participants. It showed us that conferences could be modest affairs and still have learning and networking happen.</span></span></div>
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<tr><td class="tr-caption" style="text-align: center;">The IASL HK organising committee - not sure why James is not in this photo, maybe he got his own photo.</td></tr>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">In 2007 James became president of IASL - this was a long time coming, and I am unsure of why it didn’t happen sooner. He was a bit of an outsider with making things happen and pushing people, so perhaps people were a little bit scared of what may happen if he held the Presidency.</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">In 2009 James focused on developing online conferences with Sandra Lee with Your School Library and again he invited me to be a part of this new way of learning. I did so using <a href="https://voicethread.com/myvoice/thread/340877/1836009/2002073" target="_blank">voice thread</a> on how I developed a new library in 23 days. He was always pushing the edge of what was possible. Online learning was still in its infancy outside of education institutions. Sandra and James developed 6 of these online conferences over a few short years.</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">James left HK University and moved back to Hobart to be with his family, but would travel back and forth often on his way through to China, where he was working as a consultant through being the chairman of The Chen Yet-Sen Family Foundation for building and developing school libraries in China. He loved working with the Chinese people, and they enjoyed his company, expertise, and wry sense of humour very much. </span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">It was good to see him fairly regularly after his departure from Hong Kong and hear about his family whom he cared deeply about.</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">He was also involved in organising the Int'l Education and Technology Conference of Web Symposium Consortium in HK in 2014 in connection with the HK Government and Charles Sturt University, and again he asked me to present.<span class="Apple-converted-space"> </span></span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">The last time I saw James in person was in 2014 when we were in negotiations about building a conference in partnership to be held in HK for Teacher Librarians, it didn’t happen due to a number of reasons, but it did lead to me to organise and facilitate a initial mini conference in Hong Kong (which has since been repeated in Beijing and Prague) and to start my own business to move into consulting, workshop development and conference organisation.<span class="Apple-converted-space"> Going way beyond what I thought was possible as a fresh graduate from CSU in 2002.</span></span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">James Henri was a gifted man in the field of not only school librarianship, but in negotiation, persuasion, future vision and for not only taking bold and calculated risks, but also encouraging others to do so. He was an outlier according to Malcolm Gladwell's definition “of being a truly exceptional individual who, in his or her field of expertise, is so superior that he defines his own category of success”. James was never after the limelight, and seemed to take pride only in what he could get others to achieve. He thrived on working with others who needed him the most.</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">To continue with the Gladwell connections, James Henri was also a connector - he knew people across an array of social, cultural, professional, and economic circles, and made a habit of introducing people who work or live in different circles so they could benefit from each others expertise and connections. (The tipping point, Gladwell)</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">He was a maven by being an information broker, sharing and trading what he knew about School librarianship, politics, people and anything he could connect with, and if he didn't know it he would find out through research. He was also a salesman, he was charismatic with powerful negotiation skills. It was hard to say no to James when he asked. He had an indefinable trait that goes beyond what he said, which made others want to agree with him and travel the path with him. I know James would protest about me using Gladwell's terms to describe him, but I think they are the best descriptors for what he did.</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span class="s1"><span style="font-size: small;">He was an integral part of my professional life for so many years, a friend, a mentor and confidant. </span></span><span style="-webkit-text-stroke-width: initial; font-size: small;">I will miss him and miss seeing what he is up to next.</span></span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">Vale James Henri, you are a remarkable man who has left a huge legacy behind.</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Post Script: Along with James enthusiasm for helping others, he was not always the best at asking or expecting payment for his services. His daughter has set up a page to help with funeral and left over medical expenses, if you would like to contribute to help his family at this time as a way of thanking them for his mentorship, I am sure they would appreciate it. <a href="https://www.facebook.com/donate/173330743301616/1563357110379840/" target="_blank">Donate here</a></span></div>
<div class="blogger-post-footer">This post originally appeared on Library Grits</div>Unknownnoreply@blogger.com5tag:blogger.com,1999:blog-6798440099232048221.post-15980082739292618492018-03-03T10:38:00.003+08:002018-03-03T10:44:43.917+08:00ECIS Librarians conference 2018 : Chennai Part 2. <span style="font-family: Arial, Helvetica, sans-serif;">Day 2 of the 8th ECIS Library Triennial had a lot to live up to after day one and it did so without hesitation. (All photos were taken by me unless otherwise captioned).</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The day started with breakfast and making connections in the Unity courtyard with coffee, breakfast and an eagerness to see what the day held in store.</span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Participants were then led from the courtyard to the auditorium by an Indian musical troupe.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Lead the way drummer-man! <a href="https://twitter.com/hashtag/ecislib18?src=hash&ref_src=twsrc%5Etfw">#ecislib18</a> <a href="https://twitter.com/hashtag/ItBegins?src=hash&ref_src=twsrc%5Etfw">#ItBegins</a> <a href="https://t.co/IVrPKSYKsW">pic.twitter.com/IVrPKSYKsW</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">— Missy Cahill (@MissyMoeCahill) <a href="https://twitter.com/MissyMoeCahill/status/964334199686643712?ref_src=twsrc%5Etfw">February 16, 2018</a></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The Opening ceremony included a number of Indian artistic icons</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white; letter-spacing: -0.12px; white-space: pre-wrap;">Jeeva Raghunath led us through a traditional Indian story then we had a beautiful rendition of </span><span style="background-color: white; white-space: pre-wrap;">“Pi's Lullaby” by </span><span style="white-space: pre-wrap;"><span style="background-color: white;">Academy Award nominated singer </span><span style="background-color: white; letter-spacing: -0.12px;">Jayashri Ramnath<span style="color: #1c2022;">.</span></span></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgA5SyY8ddFvZOg6x1bIbmug9agnlGsR0z5MCOSd1JNXIOX3puYCMhiOoIMYC1xrOGtwO0tpiK-nhxudInvzW2Vy7dnDfLBKETRWW55Pkclt80XqqDDjQbc0FMVE46PM3DymB0rRzdqa2o/s1600/icons.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="768" data-original-width="576" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgA5SyY8ddFvZOg6x1bIbmug9agnlGsR0z5MCOSd1JNXIOX3puYCMhiOoIMYC1xrOGtwO0tpiK-nhxudInvzW2Vy7dnDfLBKETRWW55Pkclt80XqqDDjQbc0FMVE46PM3DymB0rRzdqa2o/s320/icons.jpg" width="240" /></a><span style="background-color: white; color: #4b4f56; font-family: "sf optimized" , , , , ".sfnstext-regular" , sans-serif; letter-spacing: -0.12px; white-space: pre-wrap;"><br /></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5wrCVAgLkRUkfwDD7dwVdl69h2MzP0Ot991qJ6FsSPyM6IRGS3QoeEid4raBYccss6Ku8Hso9miRop22_N4lXczAgS1t2AZ9HaiOJBa-ghXp8MmMULD3YiaEEu6Aqj_Zr5aQCc8tkDlY/s1600/storytelling.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="853" data-original-width="1280" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5wrCVAgLkRUkfwDD7dwVdl69h2MzP0Ot991qJ6FsSPyM6IRGS3QoeEid4raBYccss6Ku8Hso9miRop22_N4lXczAgS1t2AZ9HaiOJBa-ghXp8MmMULD3YiaEEu6Aqj_Zr5aQCc8tkDlY/s320/storytelling.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Credit: Official ECIS @aischennai photographer.</td></tr>
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<span style="background-color: white; color: #1c2022; font-family: "helvetica" , "roboto" , "segoe ui" , "calibri" , sans-serif; font-size: 16px; white-space: pre-wrap;"><br /></span>
<span style="background-color: white; color: #1c2022; font-family: "helvetica" , "roboto" , "segoe ui" , "calibri" , sans-serif; font-size: 16px; white-space: pre-wrap;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif;">This was followed by an amazing performance of Haiku drumming from some dynamic students of AIS Chennai</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">6 of us were selected represent the 6 corners of the globe from which we travelled to the conference to conduct the ceremony of <span style="background-color: white;">Lighting the </span></span><span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif; letter-spacing: -0.12px; white-space: pre-wrap;">Dhiya. </span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5yHsDGNyJXZZuEc3oNMFG-_I2O0_BMFvl0gXDJ1mjzlyjCjVe26aepX60aj3RXpXJ8KkQWKL-ExTR8yPNRiY5kH_TAEZ8RvlMqoRtZK-1IrMpXmCueijCQ_Ue7ZgfkR2uUc1obbSVPgQ/s1600/dhiya.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="853" data-original-width="1280" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5yHsDGNyJXZZuEc3oNMFG-_I2O0_BMFvl0gXDJ1mjzlyjCjVe26aepX60aj3RXpXJ8KkQWKL-ExTR8yPNRiY5kH_TAEZ8RvlMqoRtZK-1IrMpXmCueijCQ_Ue7ZgfkR2uUc1obbSVPgQ/s320/dhiya.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Not sure who took this photo.</td></tr>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoxfqJt06EWnASeY4PI3F4wgcYmtZYf2jzI4ay5IuzQ6uRN0sglFB2nqGTvNHO2ScSMijHSf5a5NtIBRhe6S6sRFhKj0_FAtEFLSPKxX2Ep-eeqT6X1WBMaNWsp2r5h0wqU3TVp_RyuPY/s1600/lighting+dijva.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="768" data-original-width="1022" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoxfqJt06EWnASeY4PI3F4wgcYmtZYf2jzI4ay5IuzQ6uRN0sglFB2nqGTvNHO2ScSMijHSf5a5NtIBRhe6S6sRFhKj0_FAtEFLSPKxX2Ep-eeqT6X1WBMaNWsp2r5h0wqU3TVp_RyuPY/s320/lighting+dijva.jpg" width="320" /></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Andrew Hoover the Head of AIS Chennai welcomed us to the school and the conference.</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLCfvNKoechrgT_YQFSJW_5IYYejJBl-lBNotdNTwMg99F97hi4tUmhmkjk8z-bHSuWZy9li7XAYPyxkw88cL-TH9M399lqNJqkPHj8O0BhGNvhj6Ht2jxBgR_a8xOeI9qpVRY-tXaPAc/s1600/andrew.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="767" data-original-width="540" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgLCfvNKoechrgT_YQFSJW_5IYYejJBl-lBNotdNTwMg99F97hi4tUmhmkjk8z-bHSuWZy9li7XAYPyxkw88cL-TH9M399lqNJqkPHj8O0BhGNvhj6Ht2jxBgR_a8xOeI9qpVRY-tXaPAc/s320/andrew.jpg" width="225" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Credit: official ECIS AISChennai Photographer</td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">And then we heard from Shannon McClintock Miller about how powerful student voice is and how we can harness it in our practice.</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlBw7xGvMMFGBJ6YgA-_6IIu2QpZgM2hBv9WEiTVHcOq80b-lA4-CphrJc_Yh-0_0tC22A22vDLgDaQnYi6pM17xanrWuVOzwN6_eLpqeWh1QGEczt0hOQxhlqVgNHl4H15b4LnJV5bOw/s1600/shannon.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="768" data-original-width="631" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlBw7xGvMMFGBJ6YgA-_6IIu2QpZgM2hBv9WEiTVHcOq80b-lA4-CphrJc_Yh-0_0tC22A22vDLgDaQnYi6pM17xanrWuVOzwN6_eLpqeWh1QGEczt0hOQxhlqVgNHl4H15b4LnJV5bOw/s320/shannon.jpg" width="262" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Credit: official ECIS AISChennai Photographer</td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">We were then given gifts of beautiful flower garlands as we exited the auditorium, the smell was beautiful and overpowering with so much jasmine.</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOosUeV56D0-eD1RUYDdjUU9MuhZSxc4mPsBGjpHbQ6raQ_EopDirjUqVG4Ua3dYkCEwReFaVxYU0D9SdQfWuF_M2DAyaQhsw-gz35X-BB_AGf4qC87dYmveLgOEmHdpbfkfO1cv3UpzU/s1600/flowers.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="768" data-original-width="886" height="277" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOosUeV56D0-eD1RUYDdjUU9MuhZSxc4mPsBGjpHbQ6raQ_EopDirjUqVG4Ua3dYkCEwReFaVxYU0D9SdQfWuF_M2DAyaQhsw-gz35X-BB_AGf4qC87dYmveLgOEmHdpbfkfO1cv3UpzU/s320/flowers.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Credit: official ECIS AISChennai Photographer</td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The conference day was divided into 4 sessions of presentations with a selection of 10 </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">presentations per time slot, and at times it was really hard to choose. The following is a synopsis of my day based on the sessions I chose to attend</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Session 1:</b></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><u>Values and School Libraries : </u>presented by Dianne McKenzie</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">What are your values as a school librarian? How do they affect the way you do your job?The school librarian is a service where we interact with many different people on a daily basis, what we value will be evident in what we do, what we say and the priorities we have, and the values that others hold will affect us as well.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The session explored values that different cultures hold and how it affects interactions. This tweet from Mel Cooper refers to the brief commentary on how Indian city traffic is chaotic but why it seems to work with minimal road rage and accidents (where we were anyway). It is essentially because Indians hold a value of responsibility to care for each other and to do no harm. <a data-saferedirecturl="https://www.google.com/url?hl=en&q=http://isha.sadhguru.org/blog/lifestyle/indian-culture/&source=gmail&ust=1519679718240000&usg=AFQjCNG8m6rp6YXocUqNJlUdvdWwNgYIew" href="http://isha.sadhguru.org/blog/lifestyle/indian-culture/" style="color: #1155cc; white-space: pre-wrap;" target="_blank">http://isha.sadhguru.org/blog/<wbr></wbr>lifestyle/indian-culture/</a></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEha3CxCkz3LD_HtZCvvn1siaFOYM5e2DMmWvrGB9Xc1cJG7K9J6PwG2KFV27NRa1sJt5BjNu91w3tF_4sib_JlOBCo5Q7XEY0zvT4sv7SO-LpMBJnQljQly-JnVAxzfLyvDQeaZe1TSgdI/s1600/Twitter+2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="479" data-original-width="585" height="262" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEha3CxCkz3LD_HtZCvvn1siaFOYM5e2DMmWvrGB9Xc1cJG7K9J6PwG2KFV27NRa1sJt5BjNu91w3tF_4sib_JlOBCo5Q7XEY0zvT4sv7SO-LpMBJnQljQly-JnVAxzfLyvDQeaZe1TSgdI/s320/Twitter+2.png" width="320" /></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">We moved onto identifying what we value in our personal lives and at work and how what we value, we will prioritise our time and money for. Next the group identified 10 specific roles of the school librarian they valued from a list of about 40 hats that are possible, they then identified what value their administrators might have from their actions and words.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">We talked about conversations to be had to identify the values of others to help us in our job. The questions on this slide were adapted from the research by Mandy Lupton.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1H8KafyXSEo4nNOA5Ii8a21aAWEj4kP04rt7kc-i81EmRmdnCOE7aQiqAmilhxXxIEPdGHTmFD4Cyr799LHxntxiIK-YDe-r4pfLvYl40_VkAkkaFYPz0kgJn5t8DN9euxAujYWVQF4E/s1600/Twitter+1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="496" data-original-width="585" height="271" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1H8KafyXSEo4nNOA5Ii8a21aAWEj4kP04rt7kc-i81EmRmdnCOE7aQiqAmilhxXxIEPdGHTmFD4Cyr799LHxntxiIK-YDe-r4pfLvYl40_VkAkkaFYPz0kgJn5t8DN9euxAujYWVQF4E/s320/Twitter+1.png" width="320" /></a></div>
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<span id="m_-5882543641105702096gmail-docs-internal-guid-65c0ef8a-a2e1-cce5-0e1b-eccc29cf9c58" style="background-color: white; color: #222222; font-family: "arial" , sans-serif; font-size: 12.8px;"></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif; text-align: justify;"><b>Session 2</b></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif; text-align: justify;">Next session I attended was </span><b><a href="https://twitter.com/MrSchuReads" style="font-family: Arial, Helvetica, sans-serif; text-align: justify;" target="_blank">John Shu</a><span style="font-family: "arial" , "helvetica" , sans-serif; text-align: justify;">'s </span><span style="font-family: "arial" , "helvetica" , sans-serif; text-align: justify;"><u>Review of Books for you and your readers too!</u></span></b><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I had been following John on Twitter for some time and had used his blog multiple times for collection development, and it was so great to meet him in person.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">His session was highly entertaining with so much energy. He talked about books and gave many books away as he progressed through the session. He had everyone involved in telling a story using actions appropriate to the story and making it come alive. It was so much fun and excellent modelling on how to use read aloud time to really bring out the fun in reading.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://docs.google.com/document/d/1biEDyEx69JiPUtUrVm5u5tjVGzQAkUtwHVEllECg7a4/edit" target="_blank">His takeaway with information</a> on the books he reviewed.</span></div>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">Session 3: Competency-Based learning is here to stay, how can librarians lead the way?</span></b></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">This session was led by Bonnie Lathram and Emily hamlin, both representatives from Global Online Academy which is a subscribed platform where students can take personalised online classes that are not in the regular curriculum for credit. The courses centre around 6 core competencies - see image below. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">My reflections are summed up in this tweet ...</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The Global Online Academy seems to cater for schools who are following the American Curriculum, is accessible over multiple time zones and offers alternatives to the face to face courses that are available on campus.</span></div>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">Genre avoidance How does this affect free choice, read aloud and exposure?</span></b></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Christina Dominque-Pierre from Shanghai led the group through a thought provoking session on how our own bias for specific genres prevents authentic collection development and stifles opportunities for students to access a wide range of reading. Loads of food for thought in what biases may affect our practices!</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In the evening we headed to the Hotel for a fabulous gala at <span style="background-color: white;"><b>Taj <span style="letter-spacing: -0.12px; white-space: pre-wrap;">Coromandel H</span>otel</b></span></span><span style="font-family: "arial" , "helvetica" , sans-serif;">! Each table had been decorated with themes from Indian stories, the whole story themed evening was just beautiful, w</span><span style="font-family: "arial" , "helvetica" , sans-serif;">e also participated in lots of eating, drinking and dancing. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">It was a fabulous day of learning, connecting and fun!</span></div>
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<br /><div class="blogger-post-footer">This post originally appeared on Library Grits</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6798440099232048221.post-47484176776314529902018-02-22T18:13:00.002+08:002018-02-24T11:54:28.515+08:00ECIS Librarians conference 2018 : Chennai Part 1.<div style="text-align: justify;">
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Oh. my. word. <a href="http://www.ecislibrary2018.com/" target="_blank">The 2018 ECIS Library Triennial</a> was an amazing, wonderful learning and social experience hosted by the American International School of Chennai, India.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The last ECIS librarians conference I attended was in Istanbul 7 years ago which had me hooked. I could not attend the last one due to work restraints and was very disappointed. These conferences are the total bomb with regards to the high level of presentations, thinking and practices being shared over the 2 days by International School Librarians. This particular group of librarians are special people. Generally many have left their home country to live in another country, often moving every two to four years, becoming part of the global citizen mobile teaching fraternity. In many cases, their schools are well funded with the library seen and supported as being an integral part of the school, a showcase piece and the school librarian is an integral part of the faculty. This means they often have staff to support them with the everyday tasks of running, and they have time and money to play and experiment. They embrace change just by being willing to move to try a new country, school or challenge on. Not all are fortunate to have this total package, but many do.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">This international school context of school librarians opens opportunities for experimentation with time to think and time to reflect on best practice, and thankfully they are willing to share with their colleagues across the globe. Many already connect online via social media and it was an absolute pleasure meeting some face to face for the first time, and for others, an exciting reunion.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I participated in four days of the conference, and will write a series of posts more for me to synthesise my learning than for anyone reading this blog. This post will focus on day one which was a leadership institute facilitated by the AIS Chennai leadership team of <a href="https://twitter.com/ahoover6" target="_blank">Andrew A Hoover</a>, <i>AIS Chennai Head of School</i>. <span style="background-color: white;">Joelle Basnight </span></span><i style="font-family: Arial, Helvetica, sans-serif;">AIS Chennai Head </i><i style="background-color: white; border: 0px; box-sizing: border-box; font-family: arial, helvetica, sans-serif; margin: 0px; padding: 0px;">High School Principal</i><span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">, </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Kirsten Welbes, </span><i style="font-family: Arial, Helvetica, sans-serif;">AIS Chennai Head </i><i style="border: 0px; box-sizing: border-box; font-family: arial, helvetica, sans-serif; margin: 0px; padding: 0px;">Director of Advancement,</i><span style="font-family: Arial, Helvetica, sans-serif;"><i style="border: 0px; box-sizing: border-box; margin: 0px; padding: 0px;"> </i><span style="background-color: white; letter-spacing: -0.12px; white-space: pre-wrap;">Lori Newman <i>AIS Chennai ES Associate Principal</i> and Alan Phan <i>AIS Chennai MS Principal.</i> </span></span></div>
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<span style="color: #545454; font-family: "arial";"><span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">It was a privilege to learn from these education and leadership professionals.</span></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The first session of the day was :</span><b style="font-family: arial, helvetica, sans-serif;"> Cultivating Self-Awareness: Navigating the Social Landscapes of Leadership </b><span style="font-family: "arial" , "helvetica" , sans-serif;">led by Andrew Hoover. We started off by getting our heads around what leadership actually is and isn't. There were a couple of key statements made </span></div>
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<span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">"Leadership needs to be practiced & learned", "Leadership is about action with vision". Management on the other hand is about ensuring operational processes run smoothly this was a nice distinction between the two.</span></span></div>
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<span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">"What do people need from me today?" This question is one that leaders need to ask of themselves each morning to be most effective in being a leader.</span></span></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">There are also leadership frames : </span></div>
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<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Purpose : - what is effective leadership?</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">People :- How can we best engage others?</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Perspective : - How can we evolve as leaders?</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Productivity :- How to get the right things done? </span></li>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">If there is no change in a leader they are not living leadership.</span></div>
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<tr><td class="tr-caption" style="text-align: center;">These memes were used as a discussion starter about leadership & what it means to lead.</td></tr>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">To live leadership you must have the following characteristics.:</span></div>
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<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Courage</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Insight</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Responsibility</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Understanding</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Humility</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Compassion</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Optimism</span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Andrew then told a few analogies about being optimistic and creative problem solving as a leader one of these is the 18th Camel.</span></div>
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<span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">"What you believe, will power what you do"</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">We then moved into analysing our own leadership styles from 6 that were given, below is a very concise snapshot of these leadership styles. For more information see this link to </span><a href="http://intranet.ecu.edu.au/__data/assets/pdf_file/0006/755637/Six-Emotional-Leadership-Styles.pdf" style="font-family: arial, helvetica, sans-serif;" target="_blank">Edith Cowan University</a><span style="font-family: "arial" , "helvetica" , sans-serif;">. (use the term Participatory for Democratic and Directive for Commanding). </span></div>
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<span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">This quite a lot of fun as people self identified the type of leader they thought they were... we had three who identified as Pace setters in the room, and this was no surprise!</span></span></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">It has been identified that 4 of these leaderships styles are imperative for people to respond in a positive way toward a leader : directive, participatory, affiliative and coaching.</span></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">We did conclude that the leadership styles were interchangeable with context, and that it would be very difficult to use just one style across all contexts.</span></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">As a leader we need to know how to communicate, Andrew gave us some tips :</span></div>
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Whenever we speak with certainty either through words or tone or even through using the words "In my opinion..." it closes communication down.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">If we communicate using questions, or with uncertainty, it opens doors to communication. He advised us "to stay open to what is happening around you." Be present or "presencing".</span></li>
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<span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Andrew asked another pertinent question : "How can you help others to help you?" What can you ensure happens or does not happen to keep this type of relationship happening? Working with difficult people was the next topic, with Andrew telling us to listen to the angry people, as they will have a perspective that you may not have thought about that may lead to innovation. </span></span></div>
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<span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">We watched a short clip from Tom Peters on how to embrace the angry person and embracing this emotion to move things forward.</span></span></div>
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<span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">We also discussed what prevents us from moving forward in our professional lives - see the image below. I think these points are quite pertinent for school librarians - what is holding you back?</span></span></div>
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<span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Overall, this was an excellent session exploring leadership and analysing how it may work in a school library context. </span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white;">After the break we participated in</span><span style="background-color: white; font-weight: 700;"> Planning and Running Effective Meetings </span><span style="background-color: white;">which flowed into systems of communication. </span></span><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white;">Joelle Basnight and </span></span><span style="font-family: "arial" , "helvetica" , sans-serif;">Kirsten Welbes facilitated this session. </span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Joelle and Kirsten used the strategies of Adaptive schools throughout and it was an excellent illustration of how these strategies can enhance any learning experience and meetings. There is a <a href="http://www.thinkingcollaborative.com/adaptive-schools-app/" target="_blank">downloadable app</a> that can be searched as well as a <a href="http://www.thinkingcollaborative.com/strategies/" target="_blank">website</a> from the Thinking Collaborative people. Many of the staff at AIS Chennai have been trained in the adaptive schools strategies, and as result there is a culture of using these strategies throughout the school.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The first item was to go through the elements of a well run meeting - having an agenda. we were informed the session would include working agreements, norms of collaboration, ways of talking, decision making, strategy harvest and organise and integrate our learning.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Working agreements need to be visible and apparent in all meetings and think tanks - perhaps even classrooms. We did not spend a lot of time on this topic, however it was stressed that stating a working agreement at the beginning of a meeting or class can really enhance engagement and mutual respect. Here <a href="http://www.thinkingcollaborative.com/wp-content/uploads/2016/10/Working-Agreements.pdf" target="_blank">is a link to a PDF</a> of a working agreement example. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">After this we moved into the 7 norms of collaboration. These 7P norms are taught throughout the school and are employed whenever appropriate. Resources explaining these norms can be found <a href="http://www.thinkingcollaborative.com/norms-collaboration-toolkit/" target="_blank">here</a>.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Pausing (allows for reflection, thinking and best response)</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Paraphrasing (allows for clarity, to open doors for communication)</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Posing questions (explore and specifies thinking and direction)</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Putting ideas on the table (with the intention of type of idea it is)</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Providing data (supports group in constructing shared understandings)</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Pay attention to self and others (aware of what is said along with how is said and how others are responding)</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Presume positive intentions. (facilitates meaningful dialogue and eliminates putdowns and bullying)</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">We had some learning around these norms and best practice:</span></div>
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<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Suspend judgement until it is time for dialogue</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Ensure there is shared understanding </span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Ideas are physically put on the table with an arm movement.</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Once on the table an idea becomes the groups idea - no longer any individuals idea.</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">There should be a common language</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">There should be an ebb and flow of ideas and dialogue, no one person should dominate</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Dialogue</b> is what leads to <b>discussion</b> and <b>decision</b> making.</span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">We then were shepherded into examining decisions making and the process of how decisions are made in an organisation. We had to vote with stickers on which corner we thought was the most important, then stand by and justify our decisions. An excellent thought provoking activity.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">At the end of the session we reviewed all the learning strategies that had been employed throughout the session - it was quite an eye opener how many had been used in 2 hours.</span></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">After lunch we were delighted to hear short Ignite Sessions from Kim Beeman (Three Tools for capturing student interest and understanding" - esp loved </span><a href="https://www.mentimeter.com/" style="font-family: arial, helvetica, sans-serif;" target="_blank">Mentimeter</a><span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">), Philip Williams (Finding complexity in school systems) , Nadine Bailey (Supporting the Global read aloud) Pascale Viala (Building a relationship with information) and Jeremy Willett on </span><span style="background-color: white; font-family: Arial, Helvetica, sans-serif;">"<span style="letter-spacing: -0.12px; text-align: start; white-space: pre-wrap;">Listening: Safeguarding the Gangte Language through Documentation and Literacy."</span> </span></div>
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<tr><td class="tr-caption" style="text-align: center;">Nadine Bailey</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Pascale Viala</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Philip Williams</td></tr>
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<strong style="background-color: white;"><strong style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">What’s Trust Got To Do With It?: Understanding Influence and Trust</span></strong></strong></div>
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<span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">The final session of the day was a split between the above title and "Having difficult conversations". I chose the one on trust, this was again facilitated by Andrew Hoover. A few thoughts and takeaways below ...</span></span></div>
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<span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Trust is a vital energy source</span></span></div>
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<span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Is trust in your schools mission? Explicit or implied?</span></span></div>
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<span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Having a clear mission is imperative to developing trust</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">It takes a village to create trust</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Collaboration creates trust</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Any organisation needs trust to move forward</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">To be trusted you must first trust</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Trust can be demonstrated, not assessed.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Trust is built on what you say and what you do</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">There are a number of different types of trust :</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Organic trust: base don unquestioning unconditional feelings or beliefs (ie religion)</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Contractual trust : legal or commonly held expectations</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Relation trust : social relations requiring consistent attention & maintenance.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The building of trust enhances an individuals and organisational performance.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">What do people expect of me??</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; text-align: justify;">Facets of trust - Caring, competence, communication.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Being visible outside of your own head. Show trust!!</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Be intentional in building trust through actions.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">And that was day 1. Three to go!!</span></div>
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<div class="blogger-post-footer">This post originally appeared on Library Grits</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6798440099232048221.post-33304414183790216102018-01-09T12:18:00.001+08:002018-01-16T12:07:59.752+08:00Survey time<div class="separator" style="clear: both; text-align: center;">
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For a couple of years I have wanted to gain a clearer picture of school libraries and librarians across the board with regards to budget, type of schools, the curriculum, how many students they work with, what their employment status is, qualifications, and how they feel with regards to being supported in their role and their own autonomy in the role and if this can change depending on the type of school and if a librarian in an IB school seems to be in a better position. There have been surveys in the past from School Library journal, however, these were quite USA centric, I wanted information that went beyond what they asked.</div>
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So, in the past few months, I have constructed two different surveys (same, same but a little bit different) for IB & NON IB school librarians to complete to find out a broad range of information about their situation. It is not perfect, however, I have done some testing and the answers were what I was looking for and the surveys do allow surveyee's to add their own answers where mine were not quite hitting the mark.</div>
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If you have about 10-15 minutes in your busy lives, I would really appreciate it if you could complete the survey. It is mostly made up of multiple choice or short answer questions and you should know the answers without having to think too hard about them.</div>
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This is not an official IB survey, I am doing this for interest and for publication, and possible for future conference presentation. I may even write a note to the respective IB offices to inform them of the results.</div>
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If you are in an IB school please go to this link to complete the survey. <a data-ft="{"tn":"-U"}" data-lynx-mode="async" data-lynx-uri="https://l.facebook.com/l.php?u=https%3A%2F%2Fschlibcon.typeform.com%2Fto%2Fy7LmKf&h=ATN8QUu5Yp8oz11Zwj-p_-O2YusBJORDxkmsPEfpxA1LpRhMjMW3uxYYHJg766Hf4OAeYZOOLY3oi4N8_jYZ7XSmE8jUcRszW0rcKQLjGtFBkldNntCu7tvXydKXmrgjOC-FEZDiM7MDCjy6gwfZs5KEl0MbBo874o5bB-k8ttZT3zfgNqGZcjxrvy8115PriO2Pvu0Zb9T_igUziE3ylo__uRCGdFDTGTEy13efVLtNmKTCDyrdfnr5J7upH9y3Maov_8lppcv9qfTlCLTYiU4LpMsA85cNhQ" href="https://schlibcon.typeform.com/to/y7LmKf" rel="noopener nofollow" style="color: #365899; font-family: inherit; text-decoration-line: none;" target="_blank"><span style="color: #365899; font-family: inherit;">https://schlibcon.ty</span><span class="text_exposed_show" style="color: #365899; display: inline; font-family: inherit;">peform.com/to/y7LmKf</span></a></div>
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If you are NOT IN AN IB school - go to this link <a data-ft="{"tn":"-U"}" data-lynx-mode="async" data-lynx-uri="https://l.facebook.com/l.php?u=https%3A%2F%2Fschlibcon.typeform.com%2Fto%2FIPz1w5&h=ATMeyyHujXDQXjtuncet4P12sOtitnt_jNHLGtdNztvf5gCe3nW9yige3DWp2g6fpYgg_dRts9NwoIjUErYPYpBkE0wc0QDO5-2yLXBs6vO5igJZo90uAPpE5aEPfoWBv86q0gZ8YF8A2Wfk1xDa0N50AZqe14Es8XXI7Bq3YdxLJ7R3jK6cUzTLjlnao5pi-IfYnuJhCBccrYZu4gEjo6KgNRp71NP7hf3RwjmvODA12ia0xb-UaxKGBud7Nv7R12CNqJj3_BuPpjBnXlG09k5sMCVfsDNdrQ" href="https://schlibcon.typeform.com/to/IPz1w5" rel="noopener nofollow" style="color: #365899; font-family: inherit; text-decoration-line: none;" target="_blank">https://schlibcon.typeform.com/to/IPz1w5</a></div>
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Please complete by 4 February 2018. Thank you so much for your time and information.</div>
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<br /><div class="blogger-post-footer">This post originally appeared on Library Grits</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6798440099232048221.post-6663261733789815812018-01-03T07:03:00.002+08:002018-01-03T08:08:37.749+08:00Being the victim<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "arial" , "helvetica" , sans-serif;">On New Years day this week I had some time to look through my Facebook feed, particularly a local community information group I am part of. Someone had posted a message that they were looking for someone - they mentioned her by name, where she worked and that she was having some time off her job for a shoulder injury and they asked if anyone who knew her could tag her in the comments so the poster could find her.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">My caution bells went off and I commented that randomly asking to tag someone publicly may not be the best course of action for possible privacy and legal issues. That is all I said. No insults, no accusations. Just an educated point.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The poster responded with a question about why this would be the case, and I mentioned that some people may not want to be tagged publicly or 'outed' in a very large public group like the one were we communicating on - there may be issues in her life etc etc. I suggested that maybe he could contact her place of work, leave his number and ask them to pass it on - then she will have a choice to contact him. It all started off quite civilly, then the insults started - He came back and said "She has a choice now u idiot". Then others started chiming in about if she didn't want to be found, then her settings would be adjusted for that (which I agreed with, but did mention that not everyone knows the same skills on Facebook regarding privacy etc). The original poster then started getting quite abusive about my comment, that I was accusing him of being a stalker and that she is a nice lady etc along with a couple of insults to which I replied, no, it wasn't him I was worried about. It was the issue of allowing her the choice to not be outed in a public place, that this was a basic element of digital citizenship.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Then the vitriole and abuse started from other people, and I was incredulous at the reaction of people to a simple request that he not ask for random people to tag this woman. I was accused of watching too many law TV shows and waving a pseudo law degree around, I was shouted at (in capitals) that I was not his mother. I was accused of being a bully, that did not allow for other peoples opinions ... really? Then I had about 50 people tearing me to shreds about a simple request to not randomly tag someone. The picture at the top of this post was exactly how it felt. I felt I was in the town square being hounded and insulted, for no real reason. It was a herd mentality moment against me, and it was awful.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I was an adult, who felt I did nothing wrong except voice my professional understanding of the situation so as to help the original poster (and the woman he was trying to find) to avoid any possible repercussions from being randomly outed on a very large forum. Yet, I was the one being stoned. There was nothing I could write that would placate the situation, or give me peace, as every time I defended my position someone else would chime in and insult me, so I left the conversation and turned off the notifications (which I still received - so much for trying to remove myself from the situation).</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">After a few hours I reflected on the experience, one that I had never had before and one that I would not want to repeat. My emotions at the time were incredulity that the majority on this forum believed that it was their right to tag anyone they wanted in a comment or post, and it was up to the tagged person to have their settings set if they did not want that to happen. The attitude was that if you are on Facebook or the internet in general that you have no right to privacy (this was mentioned a few times), and that you were fair game.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I also experienced shock at being insulted without any reason, and then being unable to defend myself against a tide of abuse led to feelings of disempowerment and a plunging self esteem. It made me quite upset. The incident only lasted about 90 minutes. I had the power to turn off the offending section of my life and get on with other things. However, the pull was quite strong to go back to the post to see what else was being said. I did not want to feed the trolls any more, but I was interested in what was being discussed (possibly to laugh, but at the same time I would be brought down). Thankfully, the post was deleted either by the original poster (who was bragging about how many comments he got from a simple request) or by the administrator. These were adults behaving like school yard bullies.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I then reflected on what it would be like as a young person to be at the centre of such behaviour. Not pretty. They may not have the strength to switch off, and continue to feed the vitriole, and even if they did, the pull to find out what was being said is so very strong. Young bullies tend to keep going as well - much longer than 90 minutes, sometimes over a year. The feelings after the incident made me feel that I was not a welcome part of this community, would I be able to post any questions to the group after this? Do I need to change my FB persona (name and photo) so people will not recognise me in the street. I kept reminding myself that a few hours on the internet is like a few months in real life, and by the time 24 hours is up, it and I will be forgotten and people will move on. But a young person may not know this, and feel that everything they have with regard to friends and community has been crushed, that they cannot show their faces, that they have been told they are worthless and insulted by strangers (or maybe friends) who have jumped onto the bandwagon to be seen as a worthy person on FB or social media by others.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">We can say to young people just ignore it, turn it off get on with other things in life, but the feelings of powerlessness continue, and as an adult, I am now reluctant to participate in the forums, and even contemplating removing myself from this potential future abuse. This is a powerful lesson for me as an educator, this stuff happens all the time, and it is really a nasty part of the online world. We cannot shrug this under the table, we need to be helping young people how to handle this, and not assume they know how to do it. Role plays, discussion of how to behave as an internet user is still an important conversation. How to react when they are the subject of the abuse, what to do, how to work through what has happened are all important conversations. It may not happen to them now, but possibly later as an adult.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Have a look at the short video below about the long term effects of being bullied - online or face to face.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The videos below are excellent from the Cyber Bullying Prevention Ad Council. They are a few years old, but still relevant. When I show these to students, there is stunned silence afterward. Shock that that would happen and perhaps reflection on their own behaviour online.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">This stuff needs to be explicitly taught and often. Once is not enough. The message must get through. </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Young people grow up to be adults who will continue the behaviour if they think it is OK.</span></div>
<div class="blogger-post-footer">This post originally appeared on Library Grits</div>Unknownnoreply@blogger.com6tag:blogger.com,1999:blog-6798440099232048221.post-82386813476350047622017-11-01T10:42:00.000+08:002017-11-01T10:55:07.639+08:00Revisiting the approaches to learning skills<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Over the past few months I have had the opportunity to lead an 3 day Approaches to Learning skills workshop and to revisit the ATL skills not long after during an IB librarians continuum workshop.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">One thing that strikes me is how schools are still latched onto the 140 examples of ATL skills found in the Appendix of the MYP principles in Practice. They have created lists, scope and sequences, ticking the boxes in Managebac or Rubicon and used these 140 EXAMPLES as the ATL skills which must be covered (forced into the curriculum) rather than focusing on the conceptual categories and clusters. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Those 140 skills listed in the appendix are examples of what the cluster could look like in practice, they are not the be and end all of the ATL skills. Schools must separate ticking the boxes from good practice. Use the examples as a guide - there are far more specific ATL skills that can be taught that are being developed through the assessments you are setting for the students.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><br />Each of the MYP subject criteria have the ATL skills embedded in the criteria strands, which can then be used to create a scope and sequence for your subject based on what you teach and assess across the year levels.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The image below from <a href="https://myptoolbox.com/2014/10/16/making-connections-for-atl-skills-articulation-part-1/" target="_blank">Aloha Lavina</a> demonstrates this quite clearly. (Click to enlarge). Read her post on the ATL skills for even more insight.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The ATL skills are not limited to or even need to include those 140 examples in Principles in Practice Appendix 1. They can be used as a guide as to what could be included under each category and cluster. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: 13.3333px;">"Schools </span><i style="font-size: 13.3333px;">can use this list</i><span style="font-size: 13.3333px;"> to build their own frameworks for developing students who are empowered as self-directed learners, and teachers in all subject groups can draw from these skills to identify approaches to learning that students will develop in MYP units." p.64 of PiP 2014</span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">There are no rules to state these 140 need to be used, the only requirement regarding teaching the ATL skills being explicitly taught is that the students are <i>exposed</i> and taught from each category and cluster through each year level, across all subjects, across all 5 years. There is a requirement to map what is taught and by whom and to to articulate the progression of what is taught through the 5 year programme, but the standards and practices do not specify what specific skills need to be taught, just that the categories and clusters are covered <i>across the 5 years of the programme</i>.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">This flexibility allows for schools to identify what their students need to learn and when they need to learn them based on the required assessment tasks. If an assessment task requires that students give a 5 minute presentation to show their learning, then the teacher needs to explicitly teach presentation skills (communication skills) and build upon what the students can already do from their prior learning. If the assessment task requires an essay, then the teacher of that specific subject needs to explicitly teach aspects of writing an essay that will be assessed in that task.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">If you set an assessment task, you need to teach the students how to achieve in that assessment task. That is the formula for deciding what ATL skills need to be explicitly taught in your units. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">What I see and hear happening in schools is that the 140 skills are made into a scope and sequence and then taught (or not taught at all) without making authentic connections to learning in the unit. This is working by the letter and not by the spirit in which the ATL skills were designed.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The flexibility of focussing on the categories and clusters also allows schools who have specific national or regional capabilities they need to address to do so without adding anything extra to the documentation. For example, the Australian Curriculum has within it the ACARA general capabilities. These are quite broad but fit quite well into the ATL categories and clusters, even adding extra capabilities of cultural and ethical understandings. In an attempt to illustrate how well these do integrate, I have taken the broadest statements from ACARA and placed them under the ATL categories and clusters. You can see the attempt <a href="https://atlskills.weebly.com/acara--atl-skills.html" target="_blank">here</a>. The beauty of using these capabilities in the unit planning and overviews is that the national bodies have already designed a scope and sequence, and the wheel does not have to be reinvented by each individual school.<br /><br />This same strategy can be applied to any national standards or capabilities, the ATL skills are a conceptual framework, they are not an extra thing that is forced into the curriculum or teaching time. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">If the students are explicitly taught the skills they will need to show their learning in a specific way, the capacity of the students will improve and you will find they will achieve much better because you have given them the skills to achieve. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">The ATL skills are the foundation to what is presented in an assessment task. The high achievers in your class are not much smarter than the other students, they just have a better grasp of the skills they need to achieve better results in assessments.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I have written about this before about 12 months ago ... <a href="http://librarygrits.blogspot.com.au/2016/07/approaches-to-learning-skills.html" target="_blank">The Approaches to learning Skills</a> and before that over 2 years ago in <a href="http://librarygrits.blogspot.com.au/2015/05/repackaging-skills.html" target="_blank">Repackaging skills</a>.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I have also developed a website that outlines what types of skills can come under each of the clusters that may be helpful to determine what can be taught under each of the categories and clusters. </span><a href="https://atlskills.weebly.com/" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">Practical Approaches to Learning</a><span style="font-family: "arial" , "helvetica" , sans-serif;">.</span><br />
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<br /><div class="blogger-post-footer">This post originally appeared on Library Grits</div>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-6798440099232048221.post-8887450823012047922017-05-12T20:09:00.001+08:002017-05-12T20:11:37.281+08:00Time for a conference!<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I have just moved to Australia to return to the motherland in the last few months. I have been living overseas for over 22 years and I really do not know too many people here now except family, so it was a great opportunity to attend a conference to meet new people and find out what the Teacher Librarianship scene is like in my new region.</span></div>
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<span style="font-family: arial, helvetica, sans-serif;">The conference was </span><a href="http://mantleconference.weebly.com/" style="font-family: arial, helvetica, sans-serif;" target="_blank">MANTLE 2017</a><span style="font-family: arial, helvetica, sans-serif;">, an annual conference for Teacher Librarians in the Hunter Valley region in NSW. The attendees came from many miles away further than the Hunter Valley, and were from Public, Private and Catholic schools and all with stories of different degrees of support for the school library.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The day started off with a short talk from Jenny Moody the Director of NSW Public Schools, Newcastle. I don't think I listened very well to her talk as I cannot remember what she said!</span></div>
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<span style="font-family: arial, helvetica, sans-serif;">Next up was the Australian Children's Laureate - </span><a href="http://www.leighhobbs.com/" style="font-family: arial, helvetica, sans-serif;" target="_blank">Leigh Hobbs.</a><span style="font-family: arial, helvetica, sans-serif;"> He is such a down to earth, authentic, relaxed speaker, with a very entertaining style of presenting - limited technology, just him talking about why he writes, draws and what happens when he does so. Some of the points I gleaned from his talk: </span></div>
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<span style="clear: left; display: inline; font-family: "arial" , "helvetica" , sans-serif; margin-bottom: 1em; margin-right: 1em; text-align: center;">Not everything needs to be explained, with the combination of words and pictures, children just get it.</span></div>
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When he writes he knows he has only 2 pages where a child will decide if they will accept the world he creates, which means he needs to make it work fast.</div>
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<span style="font-family: arial, helvetica, sans-serif;">He is concerned with what a child sees and feels after reading his books. He wants children to feel safe, that the voice is sincere and they are willing to go along for the ride, meaning he responsibility not to let them down or frighten them.</span></div>
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The way he writes - the text is in the adult voice, the illustrations are in the child's voice and tell more about what is going on. These elements join together to develop visual literacy. </div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">His books are very much his story - his mother recognised the furniture he draws!</span></div>
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His stories and characters are about relationships.</div>
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He loves architecture and including it in his books he hopes to inspire children to explore the world to find and experience what he has drawn.</div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">It was lovely to hear how he places the child at the centre of what he does in his writing. That it is not just about writing for his sake, but to enrich children's lives. At the end of his session he took us through a little activity on drawing Old Tom ... with his message that each one of our drawings will be different, because we are different people. My attempt is below, on the right.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Next up on my agenda was <b>Discovery : Senior English</b> with Lara O'Donaghue, a Teacher Librarian who works with senior students. This session was how she supports the NSW English Curriculum theme of 'Discovery' through the library. She outlined the changes to the HSC curriculum (slight differences to a few things), and then showed us some of the ways she collects, curates and promotes the literature required for reading in this syllabus. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">She curates using <a href="https://www.pinterest.com/lmhslibrary/" target="_blank">Pinterest,</a> and has developed a number of boards. It is really a comprehensive collection of 'Discovery' on many levels. As her presentation progressed my to be read list grew much longer ... <a href="https://www.allenandunwin.com/browse/books/fiction/literary-fiction/Jasper-Jones-Craig-Silvey-9781741757743" target="_blank">Jasper Jones</a>, <a href="https://griffithreview.com/five-bells-gail-jones/" target="_blank">Five bells,</a> <a href="https://www.kirkusreviews.com/book-reviews/vikki-wakefield/in-between-days-wakefield/" target="_blank">In between days</a>, <a href="http://vikkiwakefield.com/books/" target="_blank">All I ever wanted </a>, <a href="https://www.goodreads.com/book/show/18111281-a-long-way-home" target="_blank">A long way home</a>, <a href="https://www.goodreads.com/book/show/48132.My_Family_and_Other_Animals" target="_blank">My family and other animals</a>, <a href="https://appadvice.com/app/poster-maker-poster-design-flyer-maker-ad-maker/1117828250" target="_blank">Genesis</a>, <a href="https://www.allenandunwin.com/browse/books/fiction/The-Hen-Who-Dreamed-She-Could-Fly-Sun-mi-Hwang-9781780747040" target="_blank">The hen who dreamed she could fly,</a> <a href="https://www.goodreads.com/book/show/5308.The_Pearl" target="_blank">The Pearl</a>, <a href="https://www.goodreads.com/book/show/82550.Winter" target="_blank">Winter</a>, <a href="http://www.smh.com.au/entertainment/books/the-hate-race-review-maxine-beneba-clarkes-urgent-writing-is-unique-and-vital-20160715-gq6fsk.html" target="_blank">The Hate Race</a>, and to watch a short film - <a href="https://vimeo.com/95141298" target="_blank">The light and the little girl.</a> I think that list will keep me going for a while.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Lara also introduced us to the <a href="http://mashable.com/2013/10/25/pinterest-quote-apps/#6IqjMakMamq3" target="_blank">Pinstamatic</a> App (linked with other similar apps) which can make quotes look really professional. <a href="https://appadvice.com/app/poster-maker-poster-design-flyer-maker-ad-maker/1117828250" target="_blank">Postermaker</a> was another one she used to make bookmarks, with Canva getting a mention as well. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I also attended <a href="http://lizanelli-illustration.com/" target="_blank">Liz Annelli's</a> session on <b>Mapping through Illustration</b>. Liz is an illustrator who works on many projects, including illustrating children's books. Her passion is including maps into her work wherever she can. She feels a very good story can be told through maps, they help to set a scene whether it is fiction or non fiction (I do love a book with a map in it somewhere) and covers history, geography and social aspects of life. Her view is that maps are illustrations of relationships between elements, that could be anything, real or imagined. We then had a short activity where as a group we developed a map of a new world we created - with moats, castles, gallows and all things grim.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Liz has only lived in her new town for 5 years, and to get to know her new home better, she set about <a href="http://lizanelli-illustration.com/project/port-of-newcastle-map/" target="_blank">creating a map</a>, which has since been embraced by the local community, made into a mural and is given out to tourists to help them explore this city. Check out some other maps she has created of <a href="http://lizanelli-illustration.com/skill/maps/" target="_blank">different places</a>.</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLgVE99I42KXfJYK78Ty5tAjLlpJXdmJ4euIw3TFR5Rq21WFFbI3cjm-DUBoWmbpiUKRwkkNjAnB9LlNZny3xDeqKeyQPfoQl8e5-IVqCVufHtiIl1Hl5gEdWlZIeC_-PPSySC4NMt5DI/s1600/Liz.tiff" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="215" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLgVE99I42KXfJYK78Ty5tAjLlpJXdmJ4euIw3TFR5Rq21WFFbI3cjm-DUBoWmbpiUKRwkkNjAnB9LlNZny3xDeqKeyQPfoQl8e5-IVqCVufHtiIl1Hl5gEdWlZIeC_-PPSySC4NMt5DI/s320/Liz.tiff" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Liz Annelli's map of Newcastle, NSW</span></td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Liz was engaging, her work is fabulous and she would make for an excellent illustrator visit to your school.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Makerspaces </b>was next with <a href="http://www.michellejensen8.com/" target="_blank">Michelle Jensen</a>, who is a TL in Sydney with a passion for ensuring young and old </span><span style="background-color: white; color: #333333; word-spacing: 0.18px;"><span style="font-family: "arial" , "helvetica" , sans-serif;">apply technological innovation to and in education. This was a completely hands on workshop. We were given instructions and some materials to make an LED light name tag to experience 'making'. </span></span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQdxKis_9_rlOZarZ-xCaIoLqRgIimERY__rGcm4-SJD3MRUFpzVYasNYWTDKo0H9zjYaT-Hx7QJjVTChficsElc265gGeFb3sBVnDhNmREqFbYU4oHZBPJ-M4s_JWCa-lVdamgFrUBZg/s1600/Circuits.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQdxKis_9_rlOZarZ-xCaIoLqRgIimERY__rGcm4-SJD3MRUFpzVYasNYWTDKo0H9zjYaT-Hx7QJjVTChficsElc265gGeFb3sBVnDhNmREqFbYU4oHZBPJ-M4s_JWCa-lVdamgFrUBZg/s200/Circuits.JPG" width="200" /></a></td></tr>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjg-a02-wXqxinJ1fe7aThOPNuHC6R6KBugaKEXolNUFBWGoydnutd2FWXWtjVyUnb_7SAqgXVJfZ6YwWwKHSJEQNQJgXAOxxGQhIAdPc-IvdvqYWW87awldkcH_vFOCJmB4yxKb-N0soA/s1600/making.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjg-a02-wXqxinJ1fe7aThOPNuHC6R6KBugaKEXolNUFBWGoydnutd2FWXWtjVyUnb_7SAqgXVJfZ6YwWwKHSJEQNQJgXAOxxGQhIAdPc-IvdvqYWW87awldkcH_vFOCJmB4yxKb-N0soA/s200/making.JPG" width="200" /></a></div>
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<span style="background-color: white; color: #333333; font-family: arial, helvetica, sans-serif; word-spacing: 0.18px;">The next task was to connect the wires (tubes) to create a kit robot that could be controlled by an app on an android phone. There were four in our group with only one robot to make, so one person built it, second person checked it and assisted, third and fourth persons watched and gave input when required. 3 and 4 also went to other tables to find out information/ take photos to learn from. </span></div>
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<span style="background-color: white; color: #333333; word-spacing: 0.18px;"><span style="font-family: "arial" , "helvetica" , sans-serif;">The robot was built, the appropriate lights flashed and we were excited! The app was downloaded by third person and it was then a time for trial and error, ensuring we bluetooth paired with the correct robot. All of sudden the robot was moving and raced right off the table - before video evidence could be collected!</span></span></div>
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<span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #333333;"><span style="word-spacing: 0.18px;">Due to the sudden leap off the table it had been caught and tubes (wired) had been loosened, it then took a few more minutes to trouble shoot by the whole group to get it going - but perseverance paid off! </span></span></span></span></div>
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<span style="background-color: white; color: #333333; font-family: arial, helvetica, sans-serif; word-spacing: 0.18px;">You can see our success in the video below.</span></div>
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<span style="color: #333333; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; word-spacing: 0.18px;">After lunch we broke into primary & secondary groups, with a panel for each that were going to discuss different questions. I was in the secondary group and the following questions and topics were discussed. I was not able to record much of the discussion as I was listening too hard. </span></span></div>
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<tr><td class="tr-caption" style="text-align: center;">The panel for the Secondary discussion</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">The panel for the Primary discussion.</td></tr>
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<span style="color: #333333; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; word-spacing: 0.18px;">How to get students to move from their comfort zone and progress in their reading?</span></span></div>
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<span style="color: #333333; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; word-spacing: 0.18px;">E-Books - what is happening in schools? </span></span></div>
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<span style="color: #333333; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; word-spacing: 0.18px;">Genrification - does it really make a difference and is it worth the extra work?</span></span></div>
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<span style="color: #333333; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; word-spacing: 0.18px;">How are people effectively using Oliver as their library management system? (This LMS is new to many public schools in NSW). </span></span></div>
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<span style="background-color: white; color: #333333; font-family: arial, helvetica, sans-serif; word-spacing: 0.18px;">I met author </span><a href="http://www.jamesphelan.com.au/" style="font-family: arial, helvetica, sans-serif; word-spacing: 0.18px;" target="_blank">James Phelan</a><span style="background-color: white; color: #333333; font-family: arial, helvetica, sans-serif; word-spacing: 0.18px;"> - who I had never heard of before, but now his books join my 'to be read list'. </span></div>
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<span style="color: #333333; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; word-spacing: 0.18px;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiq5JdL0ThnMnH42ORfM3ZoveH1K0bv7KgSMh7BolF8B56mZw3jDycMhyphenhyphennHTaAWTcOMiWcci_0e_uf_BnlTRoyehAEhnk1lxOmhYtBLtquRnPjcPTIN5rNetmZrwzBlh-aW-KBM9qRlXWk/s1600/James+Phelan.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiq5JdL0ThnMnH42ORfM3ZoveH1K0bv7KgSMh7BolF8B56mZw3jDycMhyphenhyphennHTaAWTcOMiWcci_0e_uf_BnlTRoyehAEhnk1lxOmhYtBLtquRnPjcPTIN5rNetmZrwzBlh-aW-KBM9qRlXWk/s320/James+Phelan.JPG" width="320" /></a></span></span></div>
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<span style="background-color: white; color: #333333; font-family: arial, helvetica, sans-serif; word-spacing: 0.18px;">It was also lovely to unexpectantly re-meet a TL friend from HK who is now working in the region. </span></div>
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<span style="color: #333333; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; word-spacing: 0.18px;">From the goody bag, I now have a pair of VR goggles ...</span></span></div>
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<span style="color: #333333; font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; word-spacing: 0.18px;">Overall it was a very stimulating day, with loads of learning and networking. Congratulations to the conference committee for pulling it all together so everything seemed seamless. A tough job to do well. </span></span></div>
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<div class="blogger-post-footer">This post originally appeared on Library Grits</div>Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-6798440099232048221.post-13425431613623735972017-05-09T08:18:00.002+08:002017-05-09T09:51:03.829+08:00Becoming a researcher <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6aa4Ry8imxMV18GQeztKst9xLa_t7GUdi7g_j4WMOLqut5VseZxu1-KThAyQUwCgPVWq5ektazn2gv8S09TRgu19eQ_rveGhYepxZ3bNLOFk1ndkW8iJ4efFHATVSv-_l1nEvAb7juL0/s1600/researcher.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi6aa4Ry8imxMV18GQeztKst9xLa_t7GUdi7g_j4WMOLqut5VseZxu1-KThAyQUwCgPVWq5ektazn2gv8S09TRgu19eQ_rveGhYepxZ3bNLOFk1ndkW8iJ4efFHATVSv-_l1nEvAb7juL0/s320/researcher.jpg" width="320" /></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">This post is part 2 of two parts focused on the 2012 PEW report on teens and research.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Part 1 is <a href="http://librarygrits.blogspot.com.au/2016/12/teens-and-research.html" target="_blank">Teens and Research</a></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>How good are teen's research skills?</b></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The <a href="http://www.pewinternet.org/2012/11/01/how-teens-do-research-in-the-digital-world/" target="_blank">2012 PEW report</a> on Teens and research found that teachers rated students as either good or fair when it comes to specific research skills. The specific skills are listed and rated in the graphic below. Click on it to enlarge it.</span><br />
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<li style="text-align: left;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Ability to use appropriate and effective search terms and queries</span></li>
<li style="text-align: left;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Understand how online results are generated</span></li>
<li style="text-align: left;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Ability to use multiple sources to effectively support an argument</span></li>
<li style="text-align: left;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Ability to assess the quality and accuracy of information they find online</span></li>
<li style="text-align: left;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Patience and determination in looking for information that is hard to find</span></li>
<li style="text-align: left;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Ability to recognise bias in online content</span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The report then states that :</span></div>
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">71% of the surveyed teachers spend class time discussing how to conduct online research (1) (that means that 29% of the surveyed teachers do not teach these skills)</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">57% spend class time improving student research skills (1) (43% do not explicitly teach these skills)</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">35% spend class time teaching how search results are generated (2) (65% do not teach these skills)</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">80% of the surveyed teachers say they spend class time teaching students about assessing reliability of online information, (4) (20% do not teach these skills)</span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I would also hope that the students are taught about bias, and how multiple sources are required to support an argument. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">My comment and question is ... if students do not learn these research skills in class time when they actually need to know and when the learning is most relevant to their learning needs, when will they learn the skills? It seems that teachers seem reluctant to use up 'class time' to teach these skills, when at the end of the student's schooling, the skills are what they will take with them more than the content.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In the book <a href="https://www.bookdepository.com/Making-Thinking-Visible-Ron-Ritchhart/9780470915516?redirected=true&utm_medium=Google&utm_campaign=Base1&utm_source=AU&utm_content=Making-Thinking-Visible&selectCurrency=AUD&w=AF45AU9S51GY40A80C7QALFG&pdg=kwd-104399446419:cmp-680104063:adg-32696820702:crv-151943499815:pid-9780470915516&gclid=CKS1kfbZ0NMCFY9_vQodk6wNJg" target="_blank">"Making Thinking Visible"</a> by Ron Ritchhart et al, they talk about types of thinking and suggest a few types of thinking that aid in understanding or learning....</span></div>
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Observing closely and describing what’s there
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<span style="background-color: yellow;">Building explanation and interpretations
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<span style="background-color: yellow;">Reasoning with evidence
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Making connections
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<span style="background-color: yellow;">Considering different viewpoints and perspectives
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Capturing the heart of the information and forming conclusions
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Wondering and asking questions
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<span style="background-color: yellow;">Uncovering complexity and going below the surface of things
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Identifying patterns and making generalisations
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Generating possibilities and alternatives
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<span style="background-color: yellow;">Evaluating evidence, arguments and actions
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Formulating plans and monitoring actions
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<span style="background-color: yellow;">Identifying claims assumptions and bias
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Clarifying priorities, conditions, & what is known
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<span style="background-color: white; color: #044990; font-family: "arialmt";"><span style="font-size: x-small;">(Ritchhart, R., Church, M., & Morrison, K. (2011). Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, CA: Jossey-Bass. p.11, 13,14)</span></span><span style="background-color: white; color: #044990; font-family: "arialmt"; font-size: 16px;"> </span></div>
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<span style="color: #414141; font-family: "arialmt";">The highlighted sentences are types of thinking that directly correlates with the 6 types of research skills the students are rated on in the PEW report. </span></div>
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<span style="color: #414141; font-family: "arialmt";">The IB framework and curriculum have introduced the Approaches to Learning across all four programmes, with Research Skills being one of the 5 main categories, along with communication, self management, thinking and social skills. </span></div>
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<span style="color: #414141; font-family: "arialmt";">The 6 research skills in the PEW report, and the 6 highlighted types of thinking above, would be a good start to begin a plan for teaching what research skills are across the year groups.</span><br />
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<span style="color: #414141; font-family: "arialmt";">We need to be going beyond teaching 'how to research' and move to 'being a researcher' and adopting the traits of a researcher.</span><br />
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<span style="color: #414141; font-family: "arialmt";"><b>What are the traits of a researcher?</b></span><br />
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<span style="color: #2a2a2a; font-family: "open sans" , sans-serif;">A good researcher:</span><br />
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<li style="list-style: disc outside !important; margin: 3px 0px 0px !important; padding-bottom: 0px; padding-left: 5px !important; padding-right: 0px; padding-top: 0px;">manifests thirst for new information.</li>
<li style="list-style: disc outside !important; margin: 3px 0px 0px !important; padding-bottom: 0px; padding-left: 5px !important; padding-right: 0px; padding-top: 0px;">has an open mind, by looking for different perspectives</li>
<li style="list-style: disc outside !important; margin: 3px 0px 0px !important; padding-bottom: 0px; padding-left: 5px !important; padding-right: 0px; padding-top: 0px;">has a keen sense of awareness about the world, community & themselves. </li>
<li style="list-style: disc outside !important; margin: 3px 0px 0px !important; padding-bottom: 0px; padding-left: 5px !important; padding-right: 0px; padding-top: 0px;">likes to reflect or think about the things he encounters and asks questions.</li>
<li style="list-style: disc outside !important; margin: 3px 0px 0px !important; padding-bottom: 0px; padding-left: 5px !important; padding-right: 0px; padding-top: 0px;">is able to express their ideas & arguments based on their findings and thinking. </li>
<li style="list-style: disc outside !important; margin: 3px 0px 0px !important; padding-bottom: 0px; padding-left: 5px !important; padding-right: 0px; padding-top: 0px;">applies a systematic approach in assessing situations.</li>
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<span style="color: #2a2a2a; font-family: "open sans" , sans-serif;">(from <a href="http://simplyeducate.me/2012/10/24/5-qualities-of-a-good-researcher/" target="_blank">Simply Educate</a> for more practical information on research see the <a href="http://atlskills.weebly.com/research.html" target="_blank">Practical Approaches to ATL Skills</a> web page)</span></div>
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<span style="color: #2a2a2a; font-family: "open sans" , sans-serif;">Someone 'doing research' is usually doing it for a specific purpose with an end in mind such as finding enough information to complete an assignment task.</span></div>
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<span style="color: #2a2a2a; font-family: "open sans" , sans-serif;">How can we help students to develop the traits and types of thinking to become a researcher?</span></div>
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<span style="color: #2a2a2a; font-family: "open sans" , sans-serif;">Researchers tend to evolve through investigating and researching something they are deeply interested in, something they are so bothered to learn about, they want to know everything. For anyone who has had contact with young boys, you will be aware they are fascinated by dinosaurs and will want to know everything about them. They are deeply passionate about this topic, and will go to extensive lengths to know more, to be able to pronounce the names correctly, know what they ate, why they became extinct, and will be able to dazzle any adult with any information about dinosaurs. These children are researchers - they are not just doing research.</span></div>
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<span style="color: #2a2a2a; font-family: "open sans" , sans-serif;">We need to plan the units and assessment tasks in a way that the students want to know more just because they are interested, not just because it leads to a good mark. Authentic Inquiry unit planning allows this to happen. When students become researchers, they will learn how to do research effectively as their limited skills will hinder their learning and they will thirst for more efficient ways to learn more.</span></div>
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<span style="color: #2a2a2a; font-family: "open sans" , sans-serif;">Being a researcher is a mindset with a wide skill set to support it.</span></div>
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<div class="blogger-post-footer">This post originally appeared on Library Grits</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6798440099232048221.post-79272225242836203072016-12-07T08:04:00.000+08:002016-12-08T08:38:05.306+08:00Teens and research<div style="text-align: justify;">
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOBo69QVvBtuiwU9ZXwyMsES9WPgUr0ZEGskAXias7QnOemUtx2rdHtlmJjICRqmW54qO5a6LPOrgX8M-o361BJ-S_hLow2tQoFyb97aURy8VHae5UxrmZqQpn-cJgGu789zy29Dqbm6k/s1600/library-1666702_1920.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOBo69QVvBtuiwU9ZXwyMsES9WPgUr0ZEGskAXias7QnOemUtx2rdHtlmJjICRqmW54qO5a6LPOrgX8M-o361BJ-S_hLow2tQoFyb97aURy8VHae5UxrmZqQpn-cJgGu789zy29Dqbm6k/s320/library-1666702_1920.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Image form Pixabay- Gerd Altman</span></td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In 2012 the Pew Research Center published a report on "<a href="http://www.pewinternet.org/2012/11/01/how-teens-do-research-in-the-digital-world/" target="_blank">How Teens do research in the digital world</a>" where PEW surveyed over 2000 middle school teachers from the <span style="font-size: 16px;">U.S., Puerto Rico and the U.S. Virgin Islands</span>.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"> Taking a quote directly from the summary of findings "The study was designed to explore teachers views of the ways today's digital environment is shaping research and writing habits of of middle and high school students". The research was conducted through surveys and focus groups. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The key findings of the study were that access to digital resources has had positive effects of student research and some areas of major concern :</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">Positive effects</span></div>
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><b>The best students</b> access greater depth and breadth of information </span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Students are able to take advantage of information in multiple formats - video, audio, interactive, text, images. etc.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Many students become self reliant researchers</span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Concerns</span></div>
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Students have an over dependence on search engines to find their information</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">The difficulty of students had to judge the quality of online information</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Literacy levels of some students was lower than expected</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">The distractions of the online environment</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Poor time management skills on the part of the students</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Students diminished critical thinking capacity</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Ease of borrowing work from others</span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The teachers in the study also identified the resources students were most likely to use when undertaking research. A visual of their responses is below. (Click to enlarge)</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>What do these results mean for school librarians?</b></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">Although this report is from 2012, I wonder if 4 years hence has made any difference to where students retrieve their information? I don't think it has so much. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">I have observed that students are still over reliant on search engines to source their information. Taking a wild speculation, I believe this is because they are easily accessible - minimal effort for maximum results. One click and I can find something that might be worthwhile and over 2 million results to search through if the first 3 don't help me. Certainly value for time.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">Youtube and other video channels were found to be used over 50% of the time. This is a strong indication that students want multimedia as a source of information rather than just text. How are school librarians harnessing this? What are schools doing to support this in the form of "digital asset management".</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">A significant amount of the library budget is spent on databases, yet from this report, only 17% of the time they are used to find information, surely that is not the best use of money? Why aren't they used more? Again a not so wild speculation would be they require much more effort to locate the information, are largely invisible, the content can sometimes be difficult to find if you are not familiar with the way databases are set up, each database has a its own functions and format - different to others, and usually the information is at a much higher reading level than is accessible for the students.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">It is no surprise then than printed books are less utilised than the online resources - the effort is just too much to go to the library, find & retrieve what you want, open the book and read all the information without having the 'find' function to assist. And of course, there is no copy / paste function. Text books are used more than regular non fiction print, both in digital and print format, is this because the content is already neatly packaged for the course? Again it comes down to he <b> time spent : number of results</b> ratio.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Google has made finding out stuff very easy, has this meant that student expectations of what research entails has changed or has it always been take the easiest route? Good research is messy, and if an assessment task has been well planned, it will require thinking on many levels, formulation of good questions, and a requirement to locate information from different sources with different points of view to support ones position. As a middle school student I needed to use books to find my information, I proceeded to find what I needed, hand wrote the required information straight onto the poster I was required to make, and hand it in. No bibliography was required, and I usually copied verbatim. I am not sure much learning was done as the assessment task was usually to find facts.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;">In 2016, middle & high school students have many more expectations from their teachers, and teachers need to be up to the task of creating interesting and value added assessment tasks that require critical, creative and reflective thinking to ensure that students have a desire to go beyond Google. However, </span><span style="font-family: "arial" , "helvetica" , sans-serif;">if we want middle and high schools students to use more reliable sources, we need to make them more accessible and easier to use, or, change the mindset of teens. I know which is the easier option.</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">It would be an interesting research project to replicate this study in your own school to find out what resources students are accessing and even ask them why. A study like this could include the teachers and students and compare what the perception is from the teachers of students resourcing information and the reality from the students. Surveys and analysis of bibliographies could be the tools.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; text-align: start;">This post is part 1 of 2 parts on the PEW report.</span></div>
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<div class="blogger-post-footer">This post originally appeared on Library Grits</div>Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-6798440099232048221.post-7686562496165250042016-11-23T12:21:00.000+08:002016-11-23T12:25:53.820+08:00Facebook groups supporting professional learning<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Social media has been around for a little while now, I remember when Facebook first appeared for the general public in 2006. I joined up and I was getting poked along with other ridiculous online actions, I really couldn't work out what it was all about, then in 2007 a few of my real life friends joined and it became part of my way of keeping in touch with friends and family and staying aware of what was going on in their lives.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Twitter arrived and I was introduced to it in October 2007 by </span><a href="http://www.heppell.net/" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">Stephen Heppell</a><span style="font-family: "arial" , "helvetica" , sans-serif;"> at a conference in Hong Kong. Again I had no idea how it worked, then about 18 months later it all exploded and I could see the value for professional learning when hashtags and lists are used. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Google plus arrived at bit later, and I joined, but I didn't really get into it, but I saw others made use of the longer text and groups and it worked for them.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Sometime later I started a number of Facebook Pages for local professional groups I was part of - </span><a href="https://www.facebook.com/ALESSHK/" style="font-family: Arial, Helvetica, sans-serif;" target="_blank"><b>ALESS</b></a><span style="font-family: "arial" , "helvetica" , sans-serif;">, Golden Dragon Awards, and became a moderator for the </span><a href="https://www.facebook.com/DigitalCitizenshipInSchools/" style="font-family: Arial, Helvetica, sans-serif;" target="_blank"><b>Digital Citizenship in Schools Page</b></a><span style="font-family: "arial" , "helvetica" , sans-serif;"> with a number of others.</span><b style="font-family: Arial, Helvetica, sans-serif;"> <a href="https://www.facebook.com/InterLibNet/?hc_ref=NEWSFEED" target="_blank">International Librarians Network</a></b><span style="font-family: "arial" , "helvetica" , sans-serif;"> is a page that I follow, along with <b><a href="https://www.facebook.com/BookRiot/?hc_ref=NEWSFEED&fref=nf" target="_blank">Book Riot</a> </b>and the<b> <a href="https://www.facebook.com/OztlNet/?fref=ts" target="_blank">Australian Teacher Librarians network</a></b> . Facebook Pages need regular maintenance with constant posting by the moderators, it comes down to a few people doing the work however there is more control over what is posted and can be quite successful for organisations if managed well. I started one for my consultancy company <a href="https://www.facebook.com/schlibcon/" target="_blank"><b>School Librarian Connection</b></a>, however, I find I am drawn more to Facebook groups. Many school libraries have their own Facebook Pages to advertise their services and resources.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">After attending the ALA conference in San Fransisco in Summer of 2015, I learned there was a giant Facebook group called the ALA Think Tank, there were over 15,000 members at that time, and they were mostly posting about library related matters - all types of libraries and all types of topics. It got me thinking about how the Asia region of school librarians could be connected through a Facebook group and I started the Asia School Library Connection Facebook group. I initially connected with a few people who I knew and who would help me get this off the ground. Nine months later, the group had become so diverse in locations that the name was changed to <a href="https://www.facebook.com/groups/SLAsia/" target="_blank"><b>Int'l School Library Connection</b></a> where we now have over 600 people as members.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Since joining the ALA Think Tank I was made a aware of a number of other library professional sub groups and joined a few.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b><a href="https://www.facebook.com/groups/ALAthinkTANK/" target="_blank">ALA think Tank</a>, </b></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b><a href="https://www.facebook.com/groups/57409801076/" target="_blank">The School Librarians workshop</a>, </b></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b><a href="https://www.facebook.com/groups/librarymaker/" target="_blank">Makerspaces and the participatory Library</a>, </b></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b><a href="https://www.facebook.com/groups/istesiglib/" target="_blank">ISTE Librarians Network</a>, </b></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b><a href="https://www.facebook.com/groups/1636106053270055/" target="_blank">School Librarians are think tankers</a>, </b></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b><a href="https://www.facebook.com/groups/asean.school.libraries/" target="_blank">ASEAN school libraries</a>, </b></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">If you do a quick search for Library under groups, you will see there are literally hundreds of groups specific to libraries that you can join.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Facebook groups work for me as I am already on Facebook, and the group feeds come into my feed, which means I do not need to go anywhere else to access them. I prefer groups to pages as they are more interactive and I can have a proper conversation, and anyone can post, which means much more diversity and less work for the moderators in what is posted and, I need to take the good with the bad. Some groups are closed, and some are open and depending on how you feel about your posts being accessible on the wider web, you need to consider which group is right for you.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Zakir Hossain</b> is a school librarian in Vietnam and a man on a mission, he does much research in the field of school libraries - you can see his research and published works<b> <a href="https://works.bepress.com/zakir_hossain/" target="_blank">on this website</a>. </b>He is currently working on how school librarians use Facebook groups for professional development. The survey is short, and will be a rich source of information on what and how school librarians are using these groups to be empowered to enhance their professional practice. He needs more people to participate in the survey to make the research viable and meaningful. If you do participate in a Facebook group, please complete the <b><a href="https://goo.gl/forms/V1JHdm3l9Mbro5PD3" target="_blank">very short survey.</a></b></span></div>
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<br /><div class="blogger-post-footer">This post originally appeared on Library Grits</div>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-6798440099232048221.post-60241493666377525962016-11-03T20:27:00.002+08:002016-11-05T11:18:40.159+08:00More than a book person<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "arial" , "helvetica" , sans-serif;">From Wikihow <a href="http://www.wikihow.com/Stop-Saying-%22I-Don't-Know%22" target="_blank">Stop saying I don't know</a> </span></td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Just recently I facilitated a short 2 hour workshop on the role of the School Librarian in the MYP for a group of schools that will be moving to the curriculum framework. Most of the participants were school Librarians, however one of the participants was a teacher of Individuals and Societies who was already working in an MYP school and who wanted to know more about our role and how it could benefit him as a teacher.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">One of the first activities was to sort the roles identified on page 32 and 33 from the MYP Principles into Practice into the four identified areas of :</span></div>
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<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Help teachers to plan for the resources students will use in their learning experiences</span> <span style="background-color: transparent;"> </span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Have a knowledge of resources and of students’ skill development</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Assist teachers with the planning for assessment tasks.</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Provide space, support and a collaborative climate for interdisciplinary teaching.</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">collaborative curriculum development and implementation.</span></li>
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<b style="font-family: arial, helvetica, sans-serif;">Role in teaching</b></div>
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The role is one that goes beyond the library or media centre<br />
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Team or shared teaching.<br />
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As a result of collaborative planning, librarians can be involved in co-teaching lessons
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An emphasis on how students use information (for example, through critical thinking,
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Teaching need not be restricted to the library but can take place in any learning spaces
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Promoting academic integrity.</li>
<li style="text-align: justify; vertical-align: -1pt;">Promote reading for pleasure.</li>
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<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Have expertise in ATL skills and plan for integration of these skills into the curriculum.</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Work with teachers to ensure the vertical and horizontal planning for the use of ATL </span>skills in all subjects.</li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Help teachers to develop inquiry skills across the curriculum. </span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Understanding that Inquiry goes beyond research skills and delves deeper into critical
thinking, creativity and collaborative skills. </span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Have a strong understanding of inquiry; this can strengthen unit planning as well as
horizontal and vertical planning. </span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Librarians’ expertise in research makes them a vital asset in planning for the integration
of ATL skills into the curriculum. </span><span style="background-color: transparent; font-family: "arial" , "helvetica" , sans-serif;"><b><br /></b></span></li>
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<li style="text-align: justify;"><b style="background-color: transparent; font-family: arial, helvetica, sans-serif;">Resourcing the curriculum</b></li>
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<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">The librarian plays a vital role in working with teachers to ensure that the curriculum is
supported with a variety of current, relevant resources that meet subject aims and
objectives. </span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Librarians should also ensure that the school is supplied with resources that reflect the
variety of student learning styles and interests, as well as the language profiles of the
student body. </span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Be involved in the initial planning stages of units and lessons, and following discussions
with teachers about students’ needs, help to select resources that support student
learning and allow students to move quickly through the locating phase into working
with information and gaining deeper understanding. </span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Prepare resource lists that include print materials, websites, videos and other relevant
resources to be placed on class wiki or blog pages. </span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">be knowledgeable on all key MYP curriculum documents.</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Ensure the resources in the library reflect the inclusive nature of the school. </span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Identify and plan for access to resources that support the variety of student learning
styles and interests, as well as language profiles of the student body. </span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">At the end of this activity the teacher mentioned that he was not aware of the full range of skills and roles the Teacher Librarian could do, particularly in the areas of unit planning and resourcing, teaching and ATL skill development. His perception was that the librarians role was to resource the curriculum, promote reading and make the space nice, and that is where it stopped - even though there was an active library programme at his school with TL's reaching out and wanting to work with the teachers in all aspects of the curriculum. He had previously come from a school system where the school librarian was not seen as an integral part of the learning in the school.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">After the short workshop he was excited about the benefits of working with the Teacher Librarian in saving him time, helping to engage the students and help with the overall learning. The two of them left in deep discussion of the possibilities. (hoorah!)</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">With no judgement anywhere, this got me to wondering ... </span></div>
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<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">How well do the people we work with actually know what our capabilities are and how these capabilities can benefit them and the students? </span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Do they read the documents about the librarians role? (I doubt it) </span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">How can we outreach to faculty to show how we can be used in productive ways that will help them as professionals? </span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">How can we change the perception of the librarian to a leader of learning rather than just the book person? </span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Where and why are the holes of understanding and how can we plug them?</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">What do people need to connect to our services in a practical manner?</span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">This teacher had been working in an MYP school for 3 years, with an active, vibrant and well supported library programme, and yet he still didn't know. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I have had people in workshops who have been 'allocated' to be the school librarian without any training and gone away absolutely perplexed and overwhelmed at the role - one even resigned on his return as he felt he was not up to the task. They had no clue what the role entailed and how big it was.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">We cannot be making assumptions that people know what we do - even when we think they do, they may not be clear about all the roles and skills you have.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I don't know what the answers are, maybe we need to be running short active workshops on the role of the librarian with our staff at the beginning of the year - rather than going over the rules and procedures of the library. Maybe incorporate the role of the library into all subject specific IB workshops?</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Any other ideas??</span></div>
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<div class="blogger-post-footer">This post originally appeared on Library Grits</div>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-6798440099232048221.post-63171840509090656142016-10-05T12:54:00.002+08:002016-10-05T17:35:47.881+08:00Prague : the city of reading<div class="separator" style="clear: both; text-align: center;">
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<tr><td class="tr-caption" style="text-align: center;">Attendee's of InSPIRing Conversations conference, Prague.</td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I had the pleasure and good fortune to visit Prague in The Czech Republic to facilitate the School Librarian Connection <b>InSPIRing Conversations</b> mini conference in September.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Prague / Praha is a most beautiful city which was mostly spared from the ravages of war through various invasions and overthrowings, world war one and two and the communist regime. After a period of neglect through the communist time due to lack of money and priority, the baroque buildings have been restored to their glory days, and to walk around the city is an exercise in time travel with each street in the city revealing something breathtaking around each corner. </span><a href="http://www.myczechrepublic.com/czech-history/" style="font-family: arial, helvetica, sans-serif;" target="_blank">History of The Czech Republic</a><span style="font-family: "arial" , "helvetica" , sans-serif;">.</span></div>
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<tr><td class="tr-caption" style="text-align: center;">Random street / river scenes of Prague. Photo by Dianne McKenzie</td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;">What I noticed about Prague was that the Czech culture was still evident through the people and the city, even after all of the turmoil of the 20th Century. The culture of reading that permeates the city and the whole country impressed me the most. It is apparently the country with the densest library network in the world, along with having some of the most beautiful libraries within its borders. The New York times has even written an article about this phenomena. "</span><a href="http://www.nytimes.com/2016/07/22/world/what-in-the-world/why-libraries-are-everywhere-in-the-czech-republic.html?_r=1" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">Why libraries are everywhere in the Czech republic</a>" <span style="font-family: "arial" , "helvetica" , sans-serif;">explaining that in 1919 a law was passed where every town had to have a library to boost literacy and the Czech language after the German occupation.</span></span></div>
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<tr><td class="tr-caption" style="text-align: center;">The book tower in Prague Public Library entrance. (Photo by Dianne McKenzie)</td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">We had the opportunity to visit the <a href="http://www.klementinum.com/index.php/en/" target="_blank"><b>Klementium Library Hall</b> </a> along with the astronomical tower and just be present in history for a little while. The entire library is being digitised as part of the <b><span style="background-color: white;">Manuscriptorium</span><a href="http://www.radio.cz/en/section/science/national-librarys-rare-prints-and-manuscripts-at-the-click-of-a-mouse" target="_blank"> digitising project</a></b> so that everyone has access to these historic works.</span></div>
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<tr><td class="tr-caption" style="text-align: center;">Klementinium Library Hall. Photo by Dianne McKenzie</td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Apart from the historic aspect of the city, there were multitudes of bookstores all over the city catering for the new book lover and second hand treasure seeker. </span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhR-7rQ7bdxxXnA8ItDfWVu44in8BE25pJwCqVTem6YQWzHAPR17qWo64XVXpFjqlWqZVpwY5xRG29yeqoOaSnxE4pysV8QeL4aZ5dSd1zOlcvzCd9MkpyqOY8adhtsLuWmnVlbextB1Oc/s1600/book+shop.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhR-7rQ7bdxxXnA8ItDfWVu44in8BE25pJwCqVTem6YQWzHAPR17qWo64XVXpFjqlWqZVpwY5xRG29yeqoOaSnxE4pysV8QeL4aZ5dSd1zOlcvzCd9MkpyqOY8adhtsLuWmnVlbextB1Oc/s320/book+shop.jpg" width="213" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Shakespeare bookshop. Old Town Prague. (Photo by Dianne McKenzie)</td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I also saw many people reading physical books on public transport, and, as well as having advertisements for food, clothing, events in the subway along the escalators, there were promotional posters for books.</span></div>
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<tr><td class="tr-caption" style="text-align: center;">Book advertisments in the subway. (Photo by Dianne McKenzie)</td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Some data and statistics on the Czech reading habits can be found in this article "</span><a href="http://www.czech.cz/en/Life-Work/Czechs-cling-to-literary-traditions-in-spite-of-ne" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">Czech's cling to literary traditions in spite of new technologies.</a><span style="font-family: "arial" , "helvetica" , sans-serif;">" </span><a href="http://www.indexmundi.com/czech_republic/literacy.html" style="font-family: Arial, Helvetica, sans-serif;" target="_blank"><b>IndexMundi</b></a><span style="font-family: "arial" , "helvetica" , sans-serif;"> reports that the Czech republic has a 99% literacy rate for both males and females over the age of 15. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I wonder if there has been a study conducted on the Czech population to see if they have all the qualities as a population that voracious readers are supposed to develop individually as readers? These qualities would include empathy, reflective thinking, knowledgable, internationally minded, culturally aware, reduced stress levels, critical & creative thinkers, large vocabulary, better memories and better writers among other things. They have certainly produced a number of accomplished composers, architects, musicians, artists and writers for such a small country. This could be a good study for someone. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">It seems that it is the adults that are benefitting from the strong history of reading with the contemporary children falling behind as found in the study " </span><span style="background-color: white; color: #2b2b2b;"><a href="http://www.sciencedirect.com/science/article/pii/S1877042815002621" target="_blank">The Reading Matters: Children Readership in the Czech Republic</a>." The abstract states "</span><span style="background-color: white; color: #2b2b2b;"><i>There is something unusual going on with reading and literacy among the Czech children. International assessment of reading literacy shows that the results of Czech children are poor as compared with other countries.</i>"</span><span style="background-color: white; color: #2b2b2b;"> Could this be a result of the laws changing where it is no longer required to have a library in every town or is it a result of newer technologies taking the place of reading?</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Is this a modern trend throughout the world even when a culture has developed a strong reading culture? </span></div>
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If such a strong reading nation as the Czech Republic is seeing a decline in reading in its young people this is even the more reason to keep up the good fight. We have an important job to do to promote reading.</div>
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<tr><td class="tr-caption" style="text-align: center;">Dianne & Marion overlooking Prague from the Observatory tower</td></tr>
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<br /><div class="blogger-post-footer">This post originally appeared on Library Grits</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6798440099232048221.post-20454225470019536822016-08-12T13:06:00.000+08:002016-08-12T13:21:35.677+08:00Lessons from Apple<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: justify;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;">The Kowloon Tong Apple store in Festival Walk</td></tr>
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<span style="font-family: arial, helvetica, sans-serif;">I love going into Apple stores and it isn't just about the product. I love how simple the design is, how uncluttered the space is and how everything is just right.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Service is such a large part of the Apple store experience. They have so many people in their simple identifiable uniform walking around the store approaching people and helping that you simply cannot leave an apple store without some form of engagement with their employees. They are experts on the products they are selling and will be able to answer all your questions. They truly are Apple specialists. They even say goodbye and thank you for visiting when you leave.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">How can we learn from them and apply this in our libraries? </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Let's start with their mission of the stores from the very outset : </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">"<span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><i>We wanted to engage users, convey a clear message about the brand, and create a venue with superior visual articulation – so we built an environment designed entirely round the consumer, where service, learning and products were combined.</i>" <a href="http://eightinc.com/work/apple/apple-store" target="_blank">Eight </a></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Service, learning and product. In that order.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Service :</b></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">How is service a priority in your library? We see that Apple has multitudes of workers and a "person on point" to direct people to where they need to be. These people are on the look out for customers to help all the time. School Libraries are known to be understaffed, but maybe being ready to help customers even at the most inconvenient could be something to be tried. Perhaps train student volunteers to be the "people on point" at break times when it is a busy period. The Apple genius' are experts in their field - are your library staff experts in children's literature, information literacy, policies, fixing the photocopier etc or are they there to just to do a job? How can they and you be seen as the genius' in your space.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Every Genius goes through two weeks of intensive training, covering such topics as "Using Diagnostic Services," and "The Power of Empathy." Librarian assistants and librarians could be trained in how to conduct a good diagnostic session (reference questions) to ask the right questions to find out what the customer really wants - not what you think they want, from what they said. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">One of the techniques the Apple Specialists are taught is the APPLE technique. </span><a href="http://gizmodo.com/5938323/how-to-be-a-genius-this-is-apples-secret-employee-training-manual" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">(Gizmodo)</a></div>
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<span style="border: 0px; box-sizing: border-box; font-family: "arial" , "helvetica" , sans-serif; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: 700; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">A</span><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: 17.6px; line-height: 1.4em;">pproach customers with a personalised, warm welcome.</span></div>
<div style="-webkit-margin-after: 0px; -webkit-margin-before: 0px; -webkit-padding-start: 0px; background-color: white; border: 0px; box-sizing: border-box; font-size: 17.6px; font-stretch: inherit; font-variant-numeric: inherit; line-height: 1.4em; margin-bottom: 1em; margin-top: 1em; padding: 0px; vertical-align: baseline;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="border: 0px; box-sizing: border-box; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: 700; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">P</span>robe politely to understand the customer’s needs (ask closed and open-ended questions).</span></div>
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See the video below for an explanation of how these 5 steps work from Forbes. This approach would work so well in a school library setting. These steps make people feel acknowledged, appreciated, enthusiastic and happy, which generates loyalty.</div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The new Apple Store in San Francisco has dedicated 20% of the floorspace for community events and community education. T</span><span style="font-family: "arial" , "helvetica" , sans-serif;">hey have developed a new position their stores, "Creative Pro's" who will help customers with their lifestyle apps.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Apple run classes in their stores and every connection with a customer is a "teachable moment". Apple colleagues are encouraged to learn from each other through a collaborative spirit, a readiness to learn, and being a team player.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">It seems that inquiry learning is at the heart of the Apple stores as they "took all of the typical retail items out of the stores to make them a blank canvas that invites shoppers to play and ask questions. The feeling is almost like being in an interactive museum." <a href="http://www.cultofmac.com/177078/four-key-lessons-every-boss-can-learn-from-apples-retail-stores-feature/">(cultofmac)</a> Apple combines education with entertainment.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Apples stores have all their product on the shelves face out, the shelves are not over stuffed. They have just enough stock for you to see what they have and know they have enough of it. There is space between the product on the shelves, the shelves are exactly the right height for the product.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The colours are simple and everything looks good.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Clutter detracts from the focus. What are we trying to achieve? Sometimes more is not better. Weeding helps to keep the product saleable - space on the shelves increases focus. Simple display keeps the focus on the product on the shelves. The CARP principles of design need to be followed across the library space. Contrast, Alignment, Repetition, Proximity for it all to be visually appealing. Apple knows this.</span></div>
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<span style="font-family: arial, helvetica, sans-serif;">The product displays are hands and interactive and the wall space display is simple and elegant and features the product in a way that makes it look cool and exciting. What can be done in libraries that ooze simple & elegant with the product as the main features? Slatwall with front facing books comes to mind, simple coloured walls, no notice boards to detract from the product we are selling.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Apple bring the furniture to the level of their customers - standing height tables, with a 'bar' and stools for the genius bar, with lower seating for the little people with cool seating designs. The furniture is about a short business like visit, rather than a lengthy relaxation time, but you can do this too if you want. Just like at a real bar.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Furniture designed for the purpose. Do you want collaboration to happen? Private reflection is an important aspect of learning - do we allow for this too? Furniture that suits the user - are heights correct? Comfort level? How long do you want people to stay? What is the focus of the space and how does the furniture allow this to happen? </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">They do not have permanent cash register locations but every Apple specialist is a portable check out point. Making even the extraction of money a pleasant, personal experience. </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Do you have a giant circulation desk as is want to be the case in so many school libraries?? Why has this become the norm? What message does his send to our customers? How could the check out process be more personal? Why should it be? If we show an interest in our clients, and what they are reading, they are more likely to return and engage with us. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Their is space delineated - a place for community, a place for learning, a place for buying, and place for hanging out. </span><span style="font-family: "arial" , "helvetica" , sans-serif;">There is plenty of room in the stores for movement and flow.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">One of the things I do like about Apple is that they know their strengths and and being very strategic to focus on these. The products are streamlined, they are not wasting energy trying to do too many things going off on little tangents. Apple are purely focused on what makes them great. What are the focuses in your library and programmes? Are you trying to do too many things - does this make you appear to be all over the shop? Do people actually know what you can do well? Stop and make strategic plans and do not stray from them. Focus on your strengths and build from there.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Apple have just opened a brand new concept store in San Francisco where they have evolved the Apple store experience even further - taking a risk to move on, to make changes, to just push the boundaries further. Thinking different to what has become the norm for Apple, and we as School Librarians need to be always evolving and thinking just a little bit different and pushing the boundaries - personally and professionally.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I had written a previous post about the Apple experience. <a href="http://librarygrits.blogspot.hk/2013/03/inspired-by-apple.html" target="_blank">Inspired by Apple.</a></span></div>
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<div class="blogger-post-footer">This post originally appeared on Library Grits</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6798440099232048221.post-78363674919208419752016-07-26T12:37:00.002+08:002016-08-01T18:34:57.093+08:00Pokemon Go & Augmented reality <div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Pokemon Go finally arrived in HK and I have been playing it for the past 24 hours. It is cute, it is addictive and I think it is quite a bit of fun. It can also get a little bit complicated when battles, badges, eggs and incubators all come into play. Baby steps for now. (See here for the <a href="http://www.imore.com/pokemon-go" target="_blank">Beginners guide</a>). My children were fans of the original Pokemon craze when it first came out - Pikachu was a firm favourite, they have take up the armour of a virtual Pokemon trainer in their 20's and relished the game with gusto.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The whole Pokemon Go concept and launch was well thought out and managed with launch dates coinciding with the beginning of national school holidays especially the long summer holidays in the Northern Hemisphere. Each country was released in stages to get the excitement built up - with Australia, USA & The UK first. I was chanting at the bit to see what all the fuss was about and to understand the conversations on ALA Think Tank FB group. There are also the haters with <a href="http://www.thewrap.com/23-pokemon-go-memes-to-help-you-understand-the-new-pokemon-craze-photos/15/" target="_blank">many memes</a> being released about the Pokemon player..... </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">There have been some teething problems with the game with Pokestops and Pokegyms being placed near monuments and other areas that really should not have had people traipsing all over them - places like memorials and cemeteries and other reverent, sombre paces. Many libraries are seizing the opportunity to be Pokestops, so that people will enter, or at least come close to entering and maybe they will stay a while.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Many school librarians and teachers have downloaded the app and are giving it a go so they can talk about it with there students when they return from holidays, school principals have been asked to comment in the <a href="https://au.news.yahoo.com/thewest/wa/a/32074886/principals-need-to-be-ready-for-pokemon-go/#page1" target="_blank">general media</a> on the game and what repercussions it may have on education. Here are two excellent articles on Pokemon Go in the school environment:</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://drive.google.com/file/d/0B1BR2leHz6rzSExxT0N2bXZkMWM/view?usp=sharing" target="_blank">Pokemon Go : A distraction of an opportunity?</a> </span><span style="font-family: "arial" , "helvetica" , sans-serif;"><i><span style="font-family: "arial" , "helvetica" , sans-serif;">by </span>Dr Alec J O’Connell, Headmaster
Scotch College Swanbourne, Western Australia)</i></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://eyks.com.au/pokemon-go-school/" target="_blank">Pokemon @ School </a> <i>by Skye Moroney</i></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I am intrigued by the VR technology. I recently was introduced to it by a friend who developed a head set similar to but more permanent to the Google Cardboard. (<a href="https://mergevr.com/" target="_blank">Merge VR Goggles</a>) Wearing these goggles and watching a VR app go through its motions was incredible and literally mind blowing. But, this headset took me out of my normal environment and isolated me from the world. Pokemon Go reverses this and puts us back into the environment and allows us to interact with it in a whole new way, and placed the technology squarely into the mainstream. Everyone is taking notice, whether they love it or hate it.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">There are currently a few <a href="http://www.tomsguide.com/us/pictures-story/657-best-augmented-reality-apps.html" target="_blank"><b>Augmented reality apps</b></a> on the market - <a href="https://www.aurasma.com/" target="_blank"><b>Aurasma</b></a>, <a href="http://www.playfreshair.com/" target="_blank"><b>Fresh Air</b></a>, <a href="https://nearpod.com/nearpod-vr" target="_blank"><b>Near Pod</b></a>, <a href="https://www.google.com/edu/expeditions/" target="_blank"><b>Google expeditions</b></a>, <a href="http://vitotechnology.com/star-walk.html" target="_blank"><b>Star Walk</b></a> and <a href="https://www.flightradar24.com/22.28,114.15/7" target="_blank"><b>Flightradar24</b></a> (two of my favourites) that can and are being used in the education field. Have a look at this <a href="http://www.vocativ.com/346195/pull-a-body-apart-with-this-augmented-reality-app/" target="_blank"><b>new app </b></a>that could be used to train doctors. Many cities and museums are taking the augmented reality technology to help tourists explore their cities at a whole new level. Singapore has <a href="http://download.cnet.com/Waalkz-Singapore-Heritage-Walking-Tours/3000-20428_4-75308230.html" target="_blank"><b>Waalkz</b></a> and few European countries have Beetletrip apps. Of course, advertising has also got on board - <a href="http://ibutterfly.hk/eng/about.html" target="_blank"><b>iButterfly</b></a>. What will be the real game changer is when crowdsourcing starts becoming mainstream and we are not just consumers of VR - but creators in a more meaningful way.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Although Pokemon Go may be a game, the technology is one of constant development and needs to be taken seriously - where can it go from here? Have a look at this article from Mashable on how <a href="http://mashable.com/2012/12/19/augmented-reality-city/#WqueocumDsqf" target="_blank"><b>Augmented reality will improve your life.</b></a> Further reading from VB - <a href="http://venturebeat.com/2016/07/24/pokemon-go-is-nice-but-heres-what-real-augmented-reality-will-look-like/" target="_blank"><b>Pokemon Go is nice, but this is what real augmented reality will look like.</b></a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Get on board it is here to stay and is the 'next big thing'. </span></div>
<div class="blogger-post-footer">This post originally appeared on Library Grits</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6798440099232048221.post-40517893590399805012016-07-07T12:47:00.002+08:002016-08-04T11:18:55.879+08:00Approaches to Learning skills<div style="text-align: justify;">
<span style="font-family: "arial" , "helvetica" , sans-serif;">This post is going to be a straight up post about the Approaches to Learning in the IB Middle Years Programme and what I have learned about them in teaching and working with them through workshops I have led and hopefully it will help others to gain the insights that I have arrived at and ease some of the stress about them. The principles discussed can be applied to the DP and PYP as well.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The </span><b style="font-family: arial, helvetica, sans-serif;">Approaches to Learning Skills</b><span style="font-family: "arial" , "helvetica" , sans-serif;"> are conceptual in design. They are made up of 15 conceptual ideas about different tools of learning. They are divided into 5 main categories and 10 clusters.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>The five categories are: </b></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>The ten clusters are: </b></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">When working with the ATL skills, these categories and clusters are non negotiable, which means they are the concepts with which teachers must work within when planning to teach, map and identify the skills. </span><span style="font-family: "arial" , "helvetica" , sans-serif;">All teachers in MYP schools are responsible for integrating and explicitly teaching ATL skills.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In the MYP: Principles into Practice (Appendix 1 p. 97) these categories and clusters are expanded into a framework with suggestions of what skills may be included under each of the headings. These are not the be all and end all of ATL skills. In fact, these are suggestions of a possible framework only and can be modified to suit the needs of the school, students as well as local and national requirements as explained on page 21 of the MYP Principles into Practice. </span></div>
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<span style="font-family: "myriadpro";">"Appendix 1 <b>provides a framework</b> of important ATL skills for MYP students. Schools can identify additional
disciplinary and interdisciplinary skills within this framework that meet the needs of students as well as local
or national requirements. " </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">After working with the ATL skills deeply with teachers in workshops I have discovered that schools are using these examples of skills as the gospel of the only ATL skills that can be taught, and they are being jammed into the curriculum without much thought or unpacking. Managebac has a drop down menu of these skills, as does Atlas without any other option to input other skills that the school or teacher is developing. This is going by the letter of the law rather than the spirit. The list of ATL skills in the appendix are suggestions <b>that could be used</b>. Used by themselves without unpacking they really are too broad as they offer little description in what skills are being taught and learned.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The big idea behind the approaches to learning is that they are taught explicitly based on and</span><span style="font-family: "arial" , "helvetica" , sans-serif;"> correlated to the required assessment task at the end of the unit. For example, in year 1 of the MYP, in Individuals and Societies, an assessment task requires a student to give a verbal presentation with a slide show on Forces of Nature. This would be assessed under -</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Individuals & Society - Year 1</b></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Criterion C - Communicating </b></span><span style="font-family: "arial"; font-size: 9pt;"> : </span></div>
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<span style="font-family: "arial";"><span style="font-size: 12px;"> </span>i.Communicate information and ideas with clarity</span></div>
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<span style="font-family: "arial";"> ii. Organise information and ideas effectively for the task</span></div>
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<span style="font-family: "arial";"> iii. List sources of information in a way that follows instructions</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">For students to achieve in that assessment task, they need to know and demonstrate presentation skills which would include but not be limited to : - </span></div>
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">planning and drafting a presentation with opening, body & closure in a logical order</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">voice projection, </span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">Clarity & fluency of speech</span></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">Variety - pace, pitch, emphasis, pause</span></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">facing the audience, </span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">speaking without reading off notes, </span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">knowledge of subject</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">designing good slides & visuals, </span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">appropriate transitions and animations,</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">engaging the audience</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">knowing the audience</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">time management</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">meeting deadlines</span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">These skills would come under : </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><u>Category</u> - </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Communications skills, <u>Cluster</u> - Effective communication through interaction, </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><u>Category</u> - Self management - <u>Cluster</u> - Organisation skills.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Using the Framework in the PiP Appendix - the suggested skills would be : </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><u>Communication skills:</u> </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Use a variety of media to communicate with a range of audiences</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Use a variety of speaking techniques to communicate with a variety
of audiences </span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Share ideas with multiple audiences using a variety of digital
environments and media</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Organize and depict information logically </span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><u>Organisation skills</u></span></div>
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<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Plan short- and long-term assignments; meet deadlines</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Create plans to prepare for summative assessments (examinations and performances) </span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Use appropriate strategies for organizing complex information </span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Select and use technology effectively and productively </span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The skills offered in the Principles into Practice are too broad to be able to be taught effectively and with any possible real measurement or meaning. They need to be broken down further to make them meaningful and from there, the vertical and horizontal mapping can be developed with much more intent.</span></div>
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<span style="font-family: "myriadpro";">"In the MYP unit planner, teachers identify ATL skills—general as well as subject-specific—that students
will need to develop, through their engagement with the unit’s learning experiences (including formative
assessments), to meet the unit’s objectives. "p. 63 PiP.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">For the assessment and unit example above, some (not all) of the presentation skills </span><span style="font-family: "arial" , "helvetica" , sans-serif;">need to be identified by the teacher of the unit as those that need to be learned, and then </span><span style="font-family: "arial" , "helvetica" , sans-serif;">explicitly taught through the unit, and hence assessed through the task specific subject criterion through the completed assessment. </span></div>
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<span style="font-family: "myriadpro";">"MYP assessment plays a significant role in the development of ATL skills, especially skills that are closely related to subject-group objectives. The MYP approach to assessment recognises the importance of assessing not only the products, but also the process, of learning. " p. 79 PiP.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">For example in the task assessment rubric it may develop from something like this :- </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Individuals & Societies</b></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Criterion C - Communicating</b> </span><span style="font-family: "arial"; font-size: 9pt;"> : </span><span style="font-family: "arial";">Year 1.</span></div>
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<span style="font-family: "arial";"><span style="font-size: 12px;"> </span>i.Communicate information and ideas with clarity</span></div>
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<span style="font-family: "arial";"> Skills focused on : - Voice projection, clarity and fluency of speech</span></div>
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<span style="font-family: "arial";"> Audience Connection </span></div>
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<span style="font-family: "arial";"> ii. Organise information and ideas effectively for the task</span></div>
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<span style="font-family: "arial";"> Skills focused on :- planning and drafting a logical presentation - </span></div>
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<span style="font-family: "arial";"> with focus on the opening or hook</span></div>
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<span style="font-family: "arial";"> Slide design using CARP principles</span></div>
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<span style="font-family: "arial";"> iii. List sources of information in a way that follows instructions</span></div>
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<span style="font-family: "arial";"> </span><span style="font-family: "arial";">Skills focused on</span><span style="font-family: "arial";"> :- Writing a bibliography</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The specific presentation skills would then be mapped as being taught and assessed in this unit by this teacher (in his case Dianne). Other teachers could teach the same skills, slightly differently with different resources, or they could build on what has already been taught well and move on to one of the other presentations skills so that the students will reach the end of the year with all of the planned skill developed ready to move into year 2 and 3.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">A possible example of horizontal planning ...</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The important part of the mapping and teaching of the ATL skills is that is it strategic, <b>you map what you will teach or have explicitly taught based on the requirements of the assessment task.</b></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">What has been happening in schools in the drop down menu culture is that teachers are looking at the skills from the framework and saying to themselves - "yep - we will cover this, and this and that" ending up with most of the ATL skills selected, but <b>not being explicitly taught </b>in the unit, specific to the assessment task. It is a tick the box exercise and not at all meaningful or helpful. The mapping programmes need to add boxes for further information for the mapping to be useful and meaningful.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">There are many assumptions about what students can and cannot do with regard to these skills. In some cases the assessment task requires a student to complete a field report (or lab report, or annotated bibliography etc), but how to write a field report may never be actually explicitly taught. This is an ATL skill under Communication - "</span><span style="font-family: "arial" , "helvetica" , sans-serif;">Use appropriate forms of writing for different purposes and audiences" which is then further broken down into more specific forms of communication ie "Using a specific format and including required information, write a field report"</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Once these skills have been identified for each year level for each assessment task and unit across the curriculum, the vertical planning becomes clear. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">This approach is flexible enough to allow national standards to be incorporated into the curriculum without trying to jam them, or create an added burden into the MYP framework. If the suggested skills are looked at critically and compared alongside national standards such as the Common Core (USA) , ACARA (Australia), National Standards (NZ), the national Curriculum (UK) or any other nations standards, they are all pretty similar. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Myth busting:</b> </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">1. There is no requirement for all of the 140 framework suggestions to be taught or mapped in the MYP. (from Further Guidance for developing ATL in the MYP) </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">2. It is not necessary for planning for teaching, assessing and reporting on all 5 MYP ATL skill categories or 10 MYP ATL skill clusters, they should used as a guide to direct learning and opportunities for learning. </span><span style="font-family: "arial" , "helvetica" , sans-serif;">(from Further Guidance for developing ATL in the MYP).</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">3. All the MYP requires for the ATL skills documentation is that schools demonstrate that teachers have time to work on this important aspect
of curriculum planning. Robust horizontal articulation (year-level planning across subject groups) will include
discussion about ATL skills that cross disciplinary boundaries. The results of these discussions do not have
to be documented in order to meet requirements for MYP authorisation and evaluation </span><span style="font-family: "arial" , "helvetica" , sans-serif;">(from Further Guidance for developing ATL in the MYP).</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">So - stop stressing out about the Approaches to Learning, most teachers are already teaching them but now they need to be mindful of why they are teaching them and when. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The ATL skills should not be taught as a stand alone but in context of what skills the students need to achieve in the units of work and they do need to be explicitly taught. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Remember also you are working with a team of teachers across the school who are all responsible for teaching these skills, collaboration and conversations are required. It is not a single persons job to teach all skills to all students.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The MYP co-ordinator needs to be tracking what is being taught where and by whom, so that an idea of strengths and weaknesses can be identified in the curriculum to ensure the students have learned many of the skills before they leave school.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Those 140 skills suggestions in the appendix? Use them as a base to build more meaningful descriptors of skills. They do not need to be (or should not be) used as a check the box exercise.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Links to resources that provide more specific skill descriptors are below: </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://atlskills.weebly.com/" target="_blank">Practical Approaches to learning</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://schools.nyc.gov/NR/rdonlyres/1A931D4E-1620-4672-ABEF-460A273D0D5F/0/EmpireStateIFC.pdf" target="_blank">Empire State Information Fluency continuum</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://www.iste.org/standards/standards/standards-for-students" target="_blank">ISTE Standards </a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The image below is a graphical representation of how the MYP planner works with all of the pieces connecting with each other. The ATL skills role and place is depicted in red in the lower right hand corner. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8zh3dtWOgodW-L6KmJlhIkAFwTtky7f_eSheLZgEymWB4m1JxhSMJGfl4AzXqgpw7l2X8C4trZ8rimRyQuF8BnpX5cDUNSMPfoUeI2bEY2tvBHrYf5uUsM2fzjwlBreOLTE4mK5VzRG8/s1600/MYP+Planning+process+draft+form+copy.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="452" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8zh3dtWOgodW-L6KmJlhIkAFwTtky7f_eSheLZgEymWB4m1JxhSMJGfl4AzXqgpw7l2X8C4trZ8rimRyQuF8BnpX5cDUNSMPfoUeI2bEY2tvBHrYf5uUsM2fzjwlBreOLTE4mK5VzRG8/s640/MYP+Planning+process+draft+form+copy.jpg" width="640" /></a></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;">I would appreciate any feedback you have on this post in the comments.</span></div>
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<div class="blogger-post-footer">This post originally appeared on Library Grits</div>Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-6798440099232048221.post-75690221266414048122016-06-28T12:54:00.001+08:002016-06-28T13:06:53.463+08:00The data driven library<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbMfrAFhRFBwiHqVlGMzxEDquNIZKAf-DUR32vJ4AGz2TCXRAn8NX8foKAH9xjNb8-OX95hxpZyuaBfucxZht7uA6MJ-ORaVecI3Z4mEVBQ9Jv7oLX_7Aq0WiinaeaTyES-X6Vy1SeMZ4/s1600/data.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbMfrAFhRFBwiHqVlGMzxEDquNIZKAf-DUR32vJ4AGz2TCXRAn8NX8foKAH9xjNb8-OX95hxpZyuaBfucxZht7uA6MJ-ORaVecI3Z4mEVBQ9Jv7oLX_7Aq0WiinaeaTyES-X6Vy1SeMZ4/s320/data.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Image from Pixabay</span></td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In the August / September 2010 edition of the Library Media Connection was an article titled "<a href="http://www.linworth.com/pdf/lmc/reviews_and_articles/featured_articles/Dzikowski_August_September2010.pdf" target="_blank"><b>The Data-driven library program</b>"</a>. This article is timeless as it discusses how the Oondag-Cortland-Madison Board of Cooperative Educational Services, School Library System (OCMBoCES SLS in the USA) district thought a little bit different about collaboration and came up with a strategy that not only boosted the use the library, but also gave the librarians much needed status with the teachers and schools by improving student learning, school wide.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The main question to start the discussion and program initiatives was:</span></div>
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<i style="font-family: arial, helvetica, sans-serif;"><b>"Through collaboration, how can the library program be instrumental at leading efforts to school-wide improvement in student learning?" </b></i></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">There are four parts to this question that we need to connect with ;</span></div>
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<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">collaboration</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">leading</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">school-wide</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">student learning</span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">These three elements are what makes a strong school library program and what we need to be focusing on.</span></div>
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<li style="text-align: justify;"><i style="font-family: Arial, Helvetica, sans-serif;">Collaboration</i><span style="font-family: "arial" , "helvetica" , sans-serif;"> means no going it alone, it is about working with others toward a mutual understanding and goal.</span></li>
<li style="text-align: justify;"><i style="font-family: Arial, Helvetica, sans-serif;">Leading </i><span style="font-family: "arial" , "helvetica" , sans-serif;">is about being proactive, knowing where you want to go and how to get there. It is also about bringing others along for the ride. It is not reactive, or complaining or just accepting things as they are.</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>School-wide </i>is about the whole school community - not just about the library. It is about moving beyond comfort zones and shaking things up.</span></li>
<li style="text-align: justify;"><i style="font-family: Arial, Helvetica, sans-serif;">Student learning</i><span style="font-family: "arial" , "helvetica" , sans-serif;"> is what why we do what we do in schools. It should be the focus of every decision and change in school and the library.</span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">From this big and important question the PALS (Partners in Achievement : Library and Students) initiative was born. The program worked by using "<i>student achievement data from state assessments to inform & enhance library collections and collaborations with classroom teachers and to plan unit of instruction to address identified student needs.</i>"</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The PALS developed a second essential question :</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">“<b>How could my library program in
partnership with classroom teachers, leverage data
from standardized state assessments to respond
to students’ academic strengths and challenges?”</b></span></div>
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<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">library program</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">partnership</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">leverage data</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">respond</span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In other words, how could working with the classroom teachers and data make what I do more meaningful and have an impact on learning?</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">One strength in the success of the program was that each school librarian started working with <b>one teacher </b>who was supportive, a master of their craft and willing to work collaboratively. The program did not go all out to change the world all at once.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The school librarians and teachers were up skilled on a particular piece of software (Data Mentor) and worked with the data. They then asked further questions to guide where they were going and what they were learning. They <b>analysed</b> how the questions on the standardised tests reflected AASL & NYS information literacy standards (and now common core, or even ATL skills) for each grade level. They <b>evaluated </b>how each grade was performing in relation to the standard indicator, and to other grades, they also <b>identfied</b> the strengths and challenges that each grade demonstrated. Once they had <b>curated </b>this data, they made a plan to move forward to target instruction.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">They worked on a 2 year action plan together focusing on a or a just a few specific performance indicators. They did not try to cover everything at once. The school librarian and the teacher collaboratively planned learning experiences that built the skill level for those weaker indicators over time.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Another part of the PALS program was to address collection development and formed this important question ....</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>"How do librarians use various types of data to inform their instruction and to build a library collection aligned to curriculum & recreational reading?"</b></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">What data is used to build your collection? How do you collect it? We need to get beyond borrowing stats, online database usage and how many books we bought. We need to consider what are the needs of the community, how will we find this out, and then what will we do about it.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"> _____________________________________________________________</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Reading this article highlighted to me, that to make a real difference in schools, to make a real difference to learning, we need to be involved in the creation, marking and evaluating of the formative and summative assessments of the students we work with. Although this article is based on American standardised tests, the concept & strategies could work world wide using any assessment data and any standards - whether it be <a href="http://atlskills.weebly.com/uploads/2/0/5/0/20507652/4172637_orig.png" target="_blank">ATL skills </a>(IB Curriculum), <a href="http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction" target="_blank">ACARA</a> capabilities (Australia), <a href="http://www.corestandards.org/about-the-standards/" target="_blank">Common Core</a> Standards, <a href="http://www.iste.org/standards/standards" target="_blank">ISTE </a>standards, <a href="http://schools.nyc.gov/NR/rdonlyres/1A931D4E-1620-4672-ABEF-460A273D0D5F/0/EmpireStateIFC.pdf" target="_blank">NYC Information Fluency</a> standards or another set of standards, or even a mix of any or all of these. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">We need to know what the students don't know or don't know how to do before we can start planning to move forward.</span></div>
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<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Be prepared to be the leader in this. Do not wait for anyone else to do it, and do not be pushed out of the way.</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Understand the process of strategic planning and what you want to achieve, be prepared to fail well, and be ready to move on. Think of how you will evaluate the process at the end, will it show evidence? What data will you collect that will add to your evidence that you are making a difference?</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Know the standards you need to be working to - they will be the same ones your school uses, do not add anything else to the mix, do not go off on tangents. Use the same language and tools your teachers are using.</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Start by asking the hard questions in bold above of yourself and your library program.</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Know what standardised tests or other assessments are being conducted at your school, ask to look at the data across the board. Ask to be part of the planning or help to assess the work the students do. Analyse it to create meaning.</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Ask questions of the assessments - break down the skill sets that are needed for students to complete them to a satisfactory level, then identify what was done well and what is weak. Identifying these skills, strategically plan with the classroom teachers to teach them specifically & strategically.</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Start by collaborating with one teacher who is an ally and a supporter of your vision who is ready to learn as you go and make mistakes. Build it and they will come.</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Have your Principal on board and supporting you.</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Evaluate the journey - has it made a difference? How do you know? (see point 2 above)</span></li>
<li style="text-align: justify;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Report and publish your journey and results widely in the school and the community.</span></li>
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<span style="font-family: arial, helvetica, sans-serif;">Further reading <a href="http://www.thedigitalshift.com/2013/12/staffing/using-data-shape-librarys-direction-data-driven-academic-libraries/" target="_blank">Using data to shape a libraries direction</a></span></div>
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<div class="blogger-post-footer">This post originally appeared on Library Grits</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6798440099232048221.post-74570057174246244772016-06-21T19:24:00.000+08:002016-06-28T11:03:00.897+08:00Forest Libraries in Korea<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In the past few weeks I was on a cycling trip through Korea and within minutes of starting on our odyssey we came across a small library alongside the bicycle track in Busan. These are called <b>Forest Libraries,</b> and I did some investigating on what they were and how they worked.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">These small libraries are unmanned and stocked mainly through donations from corporations and individuals, but also with some funding from the district council. The books are not catalogued. There is no requirement for a library card, and people can borrow for as long as they like and whenever they like.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">One user was quoted in the Korea Herald as saying "<span style="background-color: white; line-height: 18.2px; text-align: justify;">“At first, I had doubts about how long and how well an unmanned library could be maintained,” continues Yang. “But every time I come, the shelves are fully stocked and well-organized. It’s great to see how the library is encouraging a culture of trust and consideration among users.”</span><span style="background-color: white; line-height: 18.2px; text-align: justify;"> </span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br />These libraries were opened as part of the 2014 Year of Reading in 2012 are across Korea in the major cities. For more information on these particular libraries see this link <a href="http://www.korea.net/NewsFocus/Society/view?articleId=101417">Books for loan at new forest libraries</a>.</span><br />
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<tr><td class="tr-caption" style="text-align: center;">The forest of wisdom library - photo from <a href="http://www.koreaherald.com/view.php?ud=20140806000822&mod=skb" target="_blank">Korea Herald</a></td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Korea has been quite innovative in creating new types of libraries one of which is called the <a href="http://www.koreaherald.com/view.php?ud=20140806000822" target="_blank">Forest of Wisdom</a> which is open 24 hours a day, again the books were not catalogued on opening (but this is underway apparently), nor are they organised using any specific system. Borrowing is not part of this library's culture and the library is manned by "<span style="background-color: white; line-height: 18.2px;">Kwondoksa" who are </span><span style="background-color: white; line-height: 18.2px;">volunteers who help find books for visitors and guide them. Only they can climb the ladders to fetch books from the high shelves.</span><span style="background-color: white; line-height: 18.2px;"> </span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://www.korea.net/NewsFocus/Travel/view?articleId=132372" target="_blank">Forest of Wisdom builds new reading paradigm</a></span></div>
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<span style="background-color: white; color: #2f2f2f; line-height: 18.2px;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://www.koreaherald.com/view.php?ud=20140806000822&mod=skb" target="_blank">A book forest for everyone</a></span></span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://koreajoongangdaily.joins.com/news/article/Article.aspx?aid=2990621" target="_blank">Library with no restrictions opens up in Paju</a></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; line-height: 18.2px;">The Korean government has been committing quite a lot of money toward creating more public libraries for the Korean people - with over 968 libraries open throughout the country. </span>The population of Korea is about 50 million people, with most of the population living in the northern region of the country. The ratio of people per public library is about 53,000:1. (In <a href="http://www.nsla.org.au/sites/www.nsla.org.au/files/publications/NSLA.Aust_Pub_Lib_Stats_2012-13.pdf" target="_blank">Australia the ratio</a> is 15000:1, in the <a href="http://www.librariesforreallife.org/facts.html" target="_blank">USA the ratio</a> is about 19000:1, <a href="http://www.statista.com/topics/1838/libraries-in-the-uk/" target="_blank">UK is about</a> 15,000:1) For more information on the plans of the Korean government see this link <a href="http://www.korea.net/NewsFocus/Policies/view?articleId=125446">No. of public libraries to rise to 968</a></span></div>
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<a href="http://www.korea.net/NewsFocus/Culture/view?articleId=119871" style="background-color: white; font-family: Arial, Helvetica, sans-serif; line-height: 37.5px;" target="_blank">Evolution of libraries highlights values of books</a><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">This was all very interesting to me as governments in other parts of the world are doing their best to remove public and school libraries from their agendas.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">If you are interested in our bike adventure through Korea - see our blog <a href="http://rambling-cyclists.blogspot.hk/" target="_blank">Rambling Cyclists</a></span><br />
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<div class="blogger-post-footer">This post originally appeared on Library Grits</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6798440099232048221.post-210662337469809452016-06-18T19:28:00.000+08:002016-06-20T10:52:42.164+08:00Values and disconnects<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;">Image from Pixabay</td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In the past 12 months I have had the opportunity to work with many school librarians from many different countries - Pakistan, India, China, Korea, Japan, Australia, Indonesia, Vietnam, Taiwan, Singapore, Laos, Cambodia, New Zealand (and more) and it has become apparent that in many schools there is a disconnect between what the school librarians are wanting and expecting to be able to do and what the school leadership expectations are with regard to support of the library and its programs.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Much of this disconnect comes down to difference in priorities, expectations and values.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">What are the priorities and values of the school librarian? </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">What are the priorities and and values of the school principal?</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Below is a wide range of values that may apply to school librarianship, it is not exhaustive, and I am sure it could be added to.... </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Select your top 10 values from this list and prioritise the most important to the least important for you, personally as a library professional. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">If you work with other library staff, ask them to do the same. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Compare your lists, how close are they in the same choices and priorities? </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">How does this impact on what happens in the workplace? </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">How have these values developed?</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Identify what <b>you think</b> the school and / or Principal values from your perspective.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">If you have the opportunity, ask your Principal (or line manager) to do the same with these same values. Compare your list with the Principal's actual list and have a discussion with them about the differences and similarities between your values and priorities.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">If nothing else, it may give you a greater insight into what the Principal values, and where you may be able to align some of your energy to work with them rather than against them.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">This list may also be useful to be used in a survey across staff to see what they value in the library, and will give you an idea of where to direct some of your energy to win them over.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I have included the words below that you can copy and paste to use as you like and add your own if not included here.</span><br />
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Accountability </span></span><span style="font-family: "arial" , "helvetica" , sans-serif;">Advocacy </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Collaboration </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Communication </span><span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Community </span></span><span style="font-family: "arial" , "helvetica" , sans-serif;">Confidentiality </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Creativity </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Critical Thinking </span><span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Curation </span></span><span style="font-family: "arial" , "helvetica" , sans-serif;">Data </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Democracy </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Diversity </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Education </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Equity </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Ethics </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Inclusion </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Innovation </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Inquiry </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Intellectual Freedom </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Int’l Mindedness </span><span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Leadership </span></span><span style="font-family: "arial" , "helvetica" , sans-serif;">Learners </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Lifelong Learning</span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Literacy </span></span><span style="font-family: "arial" , "helvetica" , sans-serif;">Preservation </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Privacy </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Professionalism </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Provocation </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Management</span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Order </span></span><span style="font-family: "arial" , "helvetica" , sans-serif;">Outreach </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Reading </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Relationships </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Research </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Responsibility </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Safety</span></div>
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<span class="s1"><span style="font-family: "arial" , "helvetica" , sans-serif;">Service </span></span><span style="font-family: "arial" , "helvetica" , sans-serif;">Social </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Systems </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Teaching </span><span style="font-family: "arial" , "helvetica" , sans-serif;">The greater good </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Transparency</span></div>
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<div class="blogger-post-footer">This post originally appeared on Library Grits</div>Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-6798440099232048221.post-30754035775313422112016-05-19T12:13:00.002+08:002016-05-19T12:21:27.098+08:00InSPIRing Conversations<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDHvkYmQnqkADrNUoRCEv6oNwv5TyXkdmBtE41U1lHshwfBbOtxhlYKmzTQOjkkYNJy1o2h3Ixhh0EEcRCTeo1caN_8C2xAvcFxnEOviXSBjNEhExfKYVpQmT4Hocf7YkgdDwH0oCtvBI/s1600/prague+spires.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDHvkYmQnqkADrNUoRCEv6oNwv5TyXkdmBtE41U1lHshwfBbOtxhlYKmzTQOjkkYNJy1o2h3Ixhh0EEcRCTeo1caN_8C2xAvcFxnEOviXSBjNEhExfKYVpQmT4Hocf7YkgdDwH0oCtvBI/s320/prague+spires.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image from Pixabay</td></tr>
</tbody></table>
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<span style="text-align: center;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Prague : The City of 1000 spires</b> will be the venue for the next School Librarian Connection conference themed "<b>InSPIRing Conversations</b>". We will be replicating our format of having plenty of time for discussion and learning from each other during the presentations and adding a day to hold deep learning workshops with John Royce, Katie Day & Dianne McKenzie leading conversations on Academic Honesty & Information Literacy plus more to be revealed.</span></span><br />
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<span style="text-align: center;"><span style="font-family: "arial" , "helvetica" , sans-serif;">We will be hosted by <b>The International School of Prague from 15 - 17 September</b>, conversations will revolve around Maker Spaces, developing policies, involving students in leaderships roles, collection development and genrification, the Extended Essay processes, doing more with not much or nothing, reading initiatives, collaborative planning plus much more!</span></span><br />
<span style="text-align: center;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="text-align: center;">We are also planning to arrange a group visit and tour to the </span><span style="background-color: white; color: black;"><a href="http://www.prague.net/baroque-library-hall" target="_blank">Baroque Library Hall in Clementinum</a> on the Friday evening.</span></span><br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaiM_AlOQIqENSEbQuw9mbx4vJk3Nua4Qj3wfPRUQWkoUA4aIXj9Zgylx_eDsBFj60bpaB8pgsFOswHw94Z8_poJe8jTbnWoeC_yzZ0tcM650zBplMZJVrVyOeLjlpkLEyIKvk0MYxDMA/s1600/prague-library-.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="192" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaiM_AlOQIqENSEbQuw9mbx4vJk3Nua4Qj3wfPRUQWkoUA4aIXj9Zgylx_eDsBFj60bpaB8pgsFOswHw94Z8_poJe8jTbnWoeC_yzZ0tcM650zBplMZJVrVyOeLjlpkLEyIKvk0MYxDMA/s400/prague-library-.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image from Pixabay</td></tr>
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<span style="text-align: center;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span>
<span style="text-align: center;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span>
<span style="text-align: center;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Are you interested? Please go to <a href="https://schlibcon.typeform.com/to/aiSzZM" target="_blank">the survey</a> to indicate your interest, and let us know if you would like to lead a conversation. You will be kept up to day on developments and when registration opens. We will be limiting registrations to 65 people.</span></span><br />
<span style="text-align: center;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b><a href="http://www.schoollibrarianconnection.com/prague-2016.html" target="_blank"><br /></a></b></span></span>
<span style="text-align: center;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b><a href="http://www.schoollibrarianconnection.com/prague-2016.html" target="_blank">The conference website can be found here </a> </b>and just as a taster - the scenery of the City of Prague ...</span></span><br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtp_tcB2nhEglMSdFiv4oVqxu8erC5Qd8fcJasRz-5nZyXcDaO-9He4HaGXtsw2qEwRYIYhyphenhyphen5Gki8fZkuAGUu1zHkQqt15lXuXyxORgoX6Pmr58KhkxD1ajGsmwORvxt_mvfwv4wEKj7A/s1600/PicMonkey+Collage.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtp_tcB2nhEglMSdFiv4oVqxu8erC5Qd8fcJasRz-5nZyXcDaO-9He4HaGXtsw2qEwRYIYhyphenhyphen5Gki8fZkuAGUu1zHkQqt15lXuXyxORgoX6Pmr58KhkxD1ajGsmwORvxt_mvfwv4wEKj7A/s400/PicMonkey+Collage.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Images from Pixabay</td></tr>
</tbody></table>
<div class="blogger-post-footer">This post originally appeared on Library Grits</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6798440099232048221.post-21187770730174141252016-05-15T18:52:00.001+08:002016-05-15T21:54:50.075+08:00Discussion starters <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSBa4haoYFgTNC56O_nbCpwULofgsWODA3FEhdGeG_fJQFEGVDewIuFURvYM-i2BWkKYYG6_Ni-RY0Ux6YyE5DvVa1ZYCYJTyUm0Ul3HcXyWq7AUKdLI2jMqfaDZ1v0DwVKtwDl4D8ISg/s1600/advertising.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="265" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSBa4haoYFgTNC56O_nbCpwULofgsWODA3FEhdGeG_fJQFEGVDewIuFURvYM-i2BWkKYYG6_Ni-RY0Ux6YyE5DvVa1ZYCYJTyUm0Ul3HcXyWq7AUKdLI2jMqfaDZ1v0DwVKtwDl4D8ISg/s400/advertising.jpg" width="400" /></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Some time ago I developed a board game for a full day of ethics education for years 9 and 10. This board game explored copyright and academic honesty issues through scenarios printed on cards using a South Park avatar generator, which had a license to create for non commercial purposes. I have used the cards in IB workshops to start discussions on Academic Honesty and Copyright issues. They were well received and I had many requests for the cards.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The cards took many hours to develop, however, I was not able to share them using the images I had originally used so they needed to be redeveloped with new images and professionally printed the size of Taro cards (</span><span style="background-color: white; color: #333333; font-family: "arial"; font-size: 12px;">70mm x 121mm, 2.75" x 4.75") </span><span style="background-color: white; color: #333333; font-family: "arial";">and shrink wrapped</span><span style="font-family: "arial" , "helvetica" , sans-serif;">. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">As part of the redevelopment, I have updated and included more scenarios and included two new categories - Digital Citizenship and General ethics.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">There are 70 cards in total comprised of the following ...</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Copyright : 13 cards</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Digital Citizenship : 19 cards</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">General Ethics : 15 cards</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Academic Honesty : 23 cards</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">They are colour coded and numbered for each of the different topics.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Ways they can be used :</span><br />
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Ask the students to identify what they think is the worst behaviour of the scenarios to stimulate conversation about values, the unspoken rules of society (which societal rules? where do they come from?) and doing the right thing even if no one is looking. </span></li>
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Students are to place the Academic Honesty scenarios in order from the least breach to the worst breach of academic honesty.</span></li>
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Used with a board game like trivial pursuit (with 4 categories instead of 6) where they need to speak to the scenario and make a judgement with something like a moral compass, in the case of academic honesty or copyright with the actual 'rules'.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Used as a conversation starter in a short pastoral care programme like peer support, like a card-a-day.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Have the students create a game with the cards where the discussion is the important part of the game.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Be a starter activity for teacher professional development on any of these topics.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Any way that you think would be useful.</span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">They would be ideal to be used for Theory of Knowledge, Pastoral care, Citizenship classes and teaching about Academic Honesty and Copyright from 10 year olds through to adults.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">If you would like a set of these cards, they are $25USD (this works out to be 35 cents a card) and includes postage to anywhere in the world. You can purchase them online from <a href="http://www.schoollibrarianconnection.com/store/c1/Featured_Products.html" target="_blank"><b>this page</b></a> where there are also free resources to download. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Some examples of the cards can be found below (the actual cards do not have the watermark).</span><br />
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<div class="blogger-post-footer">This post originally appeared on Library Grits</div>Unknownnoreply@blogger.com0