Library Essentials: Library Essentials: creating the library creating the library appropriate to the needs appropriate to the needs of students in the 21st of students in the 21st century century Mary Manning Mary Manning School Library Association of Victoria School Library Association of Victoria Sandy Phillips Sandy Phillips Victorian Education Channel Manager Victorian Education Channel Manager Department of Education & Training, Department of Education & Training, Victoria Victoria
Transcript
Library Essentials:Library Essentials: creating the library creating the library
appropriate to the needs appropriate to the needs of students in the 21st of students in the 21st
centurycentury
Mary ManningMary ManningSchool Library Association of VictoriaSchool Library Association of Victoria
Department of Education & Training, VictoriaDepartment of Education & Training, Victoria
The Victorian Essential The Victorian Essential Learning StandardsLearning Standards
A new approach to organising A new approach to organising curriculumcurriculum
This curriculum approach This curriculum approach addressesaddresses
• The economic and social changes The economic and social changes associated with the development of associated with the development of our global, knowledge-based world our global, knowledge-based world and their implications for schools, and their implications for schools, andand
• The growing evidence base about The growing evidence base about how people learn and its implications how people learn and its implications for teaching that worksfor teaching that works
A move away from increased A move away from increased content towards:-content towards:-
• A student-centred approachA student-centred approach
• Developing the learner who can apply Developing the learner who can apply their knowledge beyond the classroom their knowledge beyond the classroom to new and different situationsto new and different situations
• Autonomous learnersAutonomous learners
The PlayersThe Players
Students
• 1980s, 1990s, 2000s
• Net Generation
• Socialise online
• Chat, SMS, games, simulations
• At ease in immersive worlds
Teachers
• 1940s, 1950s, 1960s
• Print generation
• Socialise in restaurants
• News, current affairs, reading, holidays, Parkinson/ Oprah
• Aliens in an online world
•“Technology as a second language”
Three interwoven purposes
Students will leave school with the capacity to:
manage themselves as individuals and in relation to others
understand the world in which they live
act effectively in that world.
Three componentsThree components
• The processes of physical, personal The processes of physical, personal and social development and growthand social development and growth
• The branches of learning reflected in The branches of learning reflected in the traditional disciplines; andthe traditional disciplines; and
• The interdisciplinary capacities The interdisciplinary capacities needed for effective functioning needed for effective functioning within and beyond schoolwithin and beyond school
(we like it already!!)(we like it already!!)
Three strandsThree strands
• Physical, Personal Physical, Personal and Social Learningand Social Learning
Balance and equalityBalance and equality• Knowledge, skills and behaviours in Knowledge, skills and behaviours in
each of the three strandseach of the three strands• Together the three strands provide the Together the three strands provide the
basis for students to develop deep basis for students to develop deep understandingunderstanding
• An ability to take their learning and An ability to take their learning and apply it to new and different apply it to new and different circumstancescircumstances
• The disciplines are related to the other The disciplines are related to the other strands in a new and integrated mannerstrands in a new and integrated manner
Physical, Personal and Social Learning
Health and Physical Education
Interpersonal Development
Personal LearningCivics and Citizenship
Knowledge, skills and behaviours in
Discipline-based Learning
The ArtsEnglish and Languages
Other than EnglishThe HumanitiesMathematicsScience
Knowledge, skills and behaviours in
Interdisciplinary Learning
CommunicationDesign, Creativity and
TechnologyInformation and
Communications TechnologyThinking
Knowledge, skills and behaviours in
Novice learners to expert Novice learners to expert learners!learners!
The development involves:The development involves:• Noticing features and meaningful patterns of Noticing features and meaningful patterns of
informationinformation• Acquiring content knowledge that is organised Acquiring content knowledge that is organised
in ways to reflect a deep understandingin ways to reflect a deep understanding• Applying knowledge in ways appropriate to Applying knowledge in ways appropriate to
context rather than exercising one’s memorycontext rather than exercising one’s memory• Approaching new situations in flexible waysApproaching new situations in flexible ways
Physical, Personal Physical, Personal and Social Learningand Social Learning
Greater recognition of the personal and social skills
Greater recognition of the cross curriculum skills
Statewide standards in these.
What does this mean?
Implications for school Implications for school librarieslibraries• Skills that have never been explicitly Skills that have never been explicitly
stated before are now acknowledged and stated before are now acknowledged and standards statedstandards stated
• Interdisciplinary skills and behaviours are Interdisciplinary skills and behaviours are of of equalequal value to discipline skills and value to discipline skills and knowledgeknowledge
• A whole school approach is necessary for A whole school approach is necessary for planningplanning
• Integration and collaboration requiredIntegration and collaboration required• Focus on what is essential for expert or Focus on what is essential for expert or
autonomous learningautonomous learning
Things to considerThings to consider• Collaborative approaches (planning teams)Collaborative approaches (planning teams)
• Novice to expert learner (independent Novice to expert learner (independent research skills)research skills)
• Transferability of learning Transferability of learning
Five stages of Integration:Foundation Integrated Innovative
Transformative Leadership !
•focuses on providing students with the tools to transform their learning and to enrich their learning environment.
•develop new thinking and learning skills that produce creative and innovative insights
•communicate locally and globally to solve problems and to share knowledge
ICT
Thinking
The study of thinking enables students to acquire strategies for thinking related to enquiry, processing information, reasoning, problem solving, evaluation and reflection.
Thinking validates existing knowledge and enables individuals to create new knowledge and to build ideas and make connections between them.
Personal Learning
Learners are most successful when they are mindful of themselves as learners and thinkers within a learning community. This domain provides students with the knowledge, skills and behaviours to be successful learners both at school and throughout their lives.
•Self-motivation•Engagement•Responsibility for one’s own learning•A “connected” global citizen
The Online WorldThe Online World• Supporting Global & Personal LearningSupporting Global & Personal Learning
In the words of Stephen In the words of Stephen HeppellHeppell
…………the environment needed to fast trackthe environment needed to fast trackeveryone towards the kind of delightful,everyone towards the kind of delightful,engaging, engaging, seductiveseductive, stretching, changing, stretching, changingenvironment that our young learners environment that our young learners need.need.
Let us be the Leaders to …
Commonwealth Education Ministers ConferenceProf Stephen HeppellNovember 28th 2000
