Professional Learning

Ideas:
What does Academic Honesty look like at Woodleigh School?
What does the Library Service look like at WS?
How does the LS function across campuses, programmes, and systems?

How can I inquiry into this?
Who can I speak to explore the current state of play?
Who will support this work?

Model, Framework, Principles, Resource, Plan, Tools,

How will it be presented to the group?
Report, Artefacts,

Organisational Systems & Routines
EMS360 – Goals, Achievements, Feedback, Forward moves.

Portal –

Structures Photo

IMG_2637.JPG

Staff Scholarships

1 x campus
$1000
Applications End of Week 4, Term 1, 2019
Announcement end of Week 5, T1
Check out the guidelines
Alignment with school vision
One or more of the 5 elements
benefit for the school
Benefit for career development

The Role of the Librarian in the IB – Day Three

Approaches to Learning

http://www.agoogleaday.com – Read the question. Answer the question.

Framework for Information Literacy for Higher Education from TheLibrarianEdge.com 2015
http://www.thelibrarianedge.com/libedge/2015/8/9/metaphors-and-threshold-concepts-for-research?rq=framework%20for%20information%20litera

Authority is Constructed and Contextual
Information Creation is a Process
Information has Value
Research as Inquiry
Scholarship as Conversation
Searching as Strategic Exploration

Referencing Scope and Sequence Draft – on the IB G site

The skillset of a Life-long Learner – [Dianne McKenzie]

  • able to set learning goals
  • can plan your learning
  • being able to ask good questions
  • able to generate intrinsic motivation and perseverance
  • process information effectively – sifting, sorting, comparing verifying
  • try out different ways to learn
  • work to deadlines
  • reflect on their achievements and failures – both process and content
  • making changes to their learning processes where necessary
  • an effective communicator

A Learning – Students need time to process the question and their thoughts.

What do you already know about the ATL skills?

  • Social – interactions in the library (Collaboration)
  • Communication – Emails, Audiences, Software (Effective Communication through Interactions)
  • Self Management – (Organisation Skills, Affective Skills, Reflective Skills
  • Research – Media Literacy, Information lit
  • Thinking – (whatever the other ones are!)

Building a Unit Plan

  • When you build a Unit Plan – do not just use the ATL list!!!!! (Although it is a good place to start).
  • Start with the Assessment, then, what Skills are appropriate to the year level and the activity.

While ATL skills are not formally assessed they contribute to students’ achievement in all subject groups. The Assessment is the top of the building, the ATLs are the foundation.

Eg. Science assessment

  • Select a topic to research (Thinking)
  • Select a predictable outcome (Thinking) etc.

Hums task

Oral prez on Asian economy

  • Communication
  • Research
  • Thinking

The IB Approaches to Teaching skills are:

  • based on inquiry
  • focused on conceptual understanding
  • developed in local and global contexts
  • focused on effective teamwork and collaboration
  • differentiated to meet the needs of all learners
  • informed by formative and summative assessments.

Question: How do the ATTs work with Approaches to Learning skills?

What are the Symptoms of Plagiarism? (visual task)

What is your schools Academic Honesty policy? What are the consequences? Is it just punitive or is there a chance for reparation/ restorative justice/ learning? – There’s a role for the librarian here – working with students to learn the right way.

The school AH Policy

  • Is it punitive or positive?
  • Does it follow the guidelines?
  • [Something else I missed]

Hands-on: Create an activity

  • Inquiry-based
  • Audience age?
  • Time – 15 min activity
  • Conceptual understanding/ ATL
  • Context?
  • Teamwork and collaboration
  • Differentiated
  • Assessment – formative

Threshold concept – Remixing songs – “Standing on the Shoulder of Giants – Everything is remix”

Examples

Students to show their understanding of the concept – students will be able to tell you that their ideas may not always be original, and that’s OK, so long as they attribute.

Threshold concept – Honesty

  • Age – Juniors
  • Image taken on holiday. Entered by someone else into a comp – it won!
  • What’s wrong with this scenario?
  • Assessment – I used to think.. Now I think…

Threshold concept – “Is it all My Own Work?” – Integrity & Creativity

  • Age: Year 7
  • Draw something (Creator) best will win.
  • Put them in the middle
  • Pick anyones, and put your name on it
  • Extension activity – Pick anyones, change it a little bit, and put your name on it.
  • Informal discussion – feelings – Exit ticket question.

The session after lunch was spent rewriting an analysis document – Design Ops Analysis from the Gamestorming app.

VISION – Our library is going to be like this…

Woodleigh School Libraries will be at the heart of aiding and extending the student learner in the IB and in the international community.

and then the MISSION STATEMENT describes HOW you are going to go about it.

Woodleigh School Libraries are the information hub of the school, providing services the extend and enhance the student learner, the teacher learner, and the wider school community. The library team will provide resources in physical and digital formats, which enhance both the curricula and recreational resource needs of the school. The library team are lifelong learners, IT innovators, information & literature specialists, and aim to collaborate with teachers to appropriately sustain and strengthen the effective delivery of Unit Plans in the PYP and MYP programmes.

Consider:

  • High values
  • What is the purpose of the library?

Who are my advocates? Who do I need to have a conversation with? Lucy and PYP co-ordinator.

Effective conversations/ Communication

  • No because/Yes, and… – Positive
  • No!/ Yes, but… – Negative

Write a letter to one of your maximum impact people

  • Identify your impact on learning in the school, then state something you would like to develop with an outline of how this will happen.
  • How could you plan meaningful conversations?
  • How do you see yourself fitting into the programme?

Planning for Support

Planning doc

Brilliant PD. Thanks, Dianne!

The Role of the Librarian in the IB – Day Two

TEDTalk – Dawn Wacek

Question

How might mindsets change if the library is seen as the centre of the school?

Statement from Ideal Libraries:
Libraries are combinations of people, places, collections and services etc.

Looking at People, Places & Spaces, Collections (Things), Services.

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Much discussion around how it all fits together.

Takeaway: White board with goals on it! Make intentions visible and measured.

8 Cultural forces that define our learning spaces

Time – How do you organise your time?
Opportunities
Expectations – yours v ‘others’
Routines & Structure
Language
Modeling
Interactions & relationships
Physical environment

Expanded version

Taken from Intellectual Character: What it is, why it matters, and how to get it, by Ron Ritchhart (2002), Jose-Bass Publisher.

The library as a system

How would/could you evaluate your library as a functioning system?
How do you prioritise between systems?
Is your system student/community focused?
How could this perspective change what you already do?

IFLA Guidelines for Schools (p.17)

  • Information environment
  • Instructional and Collaborative space
  • Inclusive Learning Centre
  • Literacy Centre
  • Technological space

Library Spaces, Environments & roles

compiled by Dianne McKenzie

Beacon technology, Meta app.

QUESTIONS

How does your library support learning? How do you want your library to serve you?

What is your context?

Context Map for school libraries – Dianne

Completed Context map

What Do You Value in the School Library?

Top 5

  • Big Picture thinker
  • Leader in Lifelong Learning
  • Upholder of democratic principles
  • Collaborator with Community
  • Literature lover/ Reading motivator
  • Respecter of persons

What is your perception of what your principal most values in a school library?

  • Big Picture thinker – point of intersection
  • Architect of creative thinking
  • Opportunist for outreach

What is your perception of what your Head of Curriculum values most in a school library?

  • Big Picture thinker
  • Curriculum integrator
  • Demonstrator of leadership
  • Collaborator with community
  • Advocate of library services

Individual reflection

Who? Do? Use?

Culminating Projects in the IB

What is the main role of the library in a Culminating Project?

  • Research skills – Just in time
  • On track
  • Reiteration
  • Bookable research appointments online – Scheduler

All about the MYP

  • Another whole subject load – mentor meetings must be in lieu of a cover. Students top three choices of mentor. Support person, not supervisor.
  • Process journal – Managebak, Atlas, OneNote
  • Pilot program – Mentor matching, List of topics (without student names) to teachers – they pick.
  • Project Criterion released bit by bit.
  • Moved MYP to Year 9 because of students dropping second language – and then they don’t get their IB cert.
  • Exhibition of Community Projects at the end of the year. Week 3 Term 3 is exhibition and Oral Presentation.
  • Personal Project – Supervisors are the assessors, Mentor is their helper. Librarian should be ‘redundant’ for students but useful to staff support.

All about the PYP

  • Inquiry started in kinder
  • Exhibition has a focus on PROCESS and OUTCOME – not just outcome.
  • Time allocation to Year 6 in Term 1 (Refresh) and Term 4 (Exhibition) – has a time cost.
  • All other classes have to be in Year 2 and 3
  • Class teachers are supervisors of their own class. ANYONE can be a mentor – usually teachers but could be another adult.
  • LibGuides is a great resource.

International Mindedness

How do we help facilitate this in Australian schools?

Flags, Folklore, Festival, Fashion, Faces, Food, Facts.

Culture – what is culture?

Empathy – beyond oneself. Stories from culture. Put aside the idea that my way is the only way. Have resources that originate from cultures other than ‘mine’. What is relevant to my community?

Skylar – WoW – Wonders of the World

Connection to Culture – embed exposure to language and culture. Who we are? (which is actually very broad once you start digging). Information skills in Prep/ Foundation!!!!

Pakistan story – The cost of a single story.

Think about the information that you given, and where it comes from

Chimamanda Ngozi Adichie

“This is what the discovery of African writers did: It saved me from having a single story.”

“When we realise that there is never a single story then we regain a slice of paradise.”

Library ideas

  • Signage in home/taught languages
  • Games ditto
  • Support subjects in curiculum
  • Venn diagram – text to text, text to self, text to others
  • Multiple stories from one culture
  • National Day celebrations/ displays, NAIDOC
  • Staffing diversity
  • Guest speaker & Author diversity/ Human library
  • Databases – U.S. Google – U.S. Points of View database from EBSCO, JStor, Opposing Viewpoints, Sharing Our Stories series (we’ve got it), World Stories UK,
  • Stream video/tv on NITV
  • Newsbank – foreign language papers
  • Family stories
  • Home visits – families to buy age appropriate books
  • Student stories
  • Share a story/Book drive from international students

Two things I’ve been challenged by so far:

  • The paucity of our collections in reflecting the diverse cultures of our families
  • The possible perception of the library in the Exec.

The Role of the Librarian in the IB – Day One

Today 18 school library staff began work on refining their skills supporting the delivery and resourcing of IB programs in the Middle Years (MYP) and Primary Years (PYP).

There were folks from all over Australia – I’ve spoken to people from Brisbane, Perth, Thiroul, Adelaide, Sydney and Melbourne – and there is one library leader from Wellington in New Zealand. That’s a long flight – kudos for the commitment!

Four sessions were presented by Dianne McKenzie – a name well know to folks in the library world. I’ve known Dianne for about 15 years but today was our first IRL meeting!

Session 1 – Who we are. What we do.

This first session was a chance to share our stories. Dianne gave the group an opportunity to discuss the room layout, and to suggest alternative configurations that might better facilitate learning. Desks and chairs were pushed aside (in direct violation of the bright red DO NOT MOVE THE FURNITURE! sign on the wall beside the white board) and a more inclusive setup was completed.

After 3 x 1 minute stand-up speed intros, Dianne worked through the results of the survey that all participants completed prior to attending. There was a good mix of school types, IB programs, experience and newbies. Men, as usual, were out-numbered 3 to 15 – gents! get into libraries!

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Camus, R. (2014). Le Jour ni l’Heure 8693. [image] Available at: https://flic.kr/p/oJsUCS [Accessed 16 Jan. 2019].
We are considering these two ideas in everything we do in the next three days:

  • What is the purpose of a school librarian?
  • What is the purpose of a school library?

It’s tricky to keep anything front of mind when you are learning so many great new things – but we should try! 😀

Just before the break, Dianne invited us to write a Challenge, something we were Comfortable with, and a Question on Post-It Notes. And here’s the serendipities that come when you get to spend time immersed in a common interest. I took a pic of my Post-Its for this reflection, which led to Dianne sharing a FANTASTIC app (which I wish that I’d had for the Year 7 IB intro unit at the end of last year, dammit!) called Post-It Plus. Short story – you take a photo of a group of post-its and the app groups them as single posts, so that you can rearrange and reshare them as needed. You can make electronic post-its too, and other stuff – I haven’t explored it properly yet.

board

Main take-aways:

Everyone has something to contribute regardless of where they are on the IB journey.

 

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Post-It Plus!!!!!

Session 2 – The library, librarian and the IB

The second session began with some art (well, a drawing of sorts). Working in groups, we had to create a visual representation of the library is having a central role in the school (from Principles into Practice).

Our group (Adam, (sorry I forgot!) and me) discussed how we saw the role of the library in the school. See the image for some of the visual ideas that we came up with – and our final idea.

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Understandings

  • Every school is different, every library is different.
  • We all work in different situations
  • We all have different qualifications
  • Sharing – here to learn from each other
  • Conversations!

Workshop Agreements

Open-minded, Listen, Share, Respect, Reflective, , Risk-taker, in fact all the aspects of the Learner Profile!

Main take-aways:

  1. Everyone has something to contribute regardless of where they are on the IB journey.
  2. Post-It Plus!!!!!

 

Session 2 – The library, librarian and the IB

The second session began with some art (well, a drawing of sorts). Working in groups, we had to create a visual representation of the library is having a central role in the school (from Principles into Practice).

Our group (Adam, (sorry I forgot!) and me) discussed how we saw the role of the library in the school. See the image for some of the visual ideas that we came up with – and our final idea.

Other groups came up with other ways to represent what the library does and how it central. Photos added tomorrow.

Standards & Practices

When asked what the Standards & Practices were, no-one had a response, but as Dianne continued I realised that I did know about the S&P – it was just that I had worked on B2 in isolation to the rest. Dianne’s advice is that libraries should be aware of and understand the S&P and be able to articulate which ones apply to the library service.

Library Mentions in the IP documents

Each participant was given a set of statements regarding the role of the library in the IB. Our job was to pick 5 things that we thought we were doing well, and three we could use as goals:

 

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Learnings

  • Authorisation comes first – less rigorous, less hoops
  • Evaluation is 5 years later – very vigorous
  • The IB has just released the CP – Career-Related Programme. Definitely something that Woodleigh could look at as a model for VETiS and VET studies.

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IB Philosophy (see photo) Purpose Learning Culture Environment

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Discussion was had around how the IB Philosophy also fits the library – and can be used to build Mission Statements.

Use the headings in the T-L Job Description to look at WHAT we do and don’t do. Dianne built JD to describe her job – holy cow! However, it does provide a terrific framework for librarians to interrogate what they do and don’t do – and to provide a starting point to develop goals for this year.

Dianne has graciously collected all mentions of libraries in the documents – saved to OneDrive.

Thoughts.

  • Team MUST be on board or get off. What do I do if they don’t get on?
  • Party wrist bans for overdues – write the book title on the wrist band.

Gamestorming https://gamestorming.com

  • Do? What do I want to do?
  • Who? Who can help me?
  • Actions? What strategies will I use to move it forward?

This was the last bit of information before lunch.

Session 3 & 4 – What is an IB Education, and, The Ideal Libraries document

These two sessions merged into one, as there is a lot of over-lap.

IB Education revolves around the Learner Profile. All IB documents begin with the Learner Profile – super, super important – front of mind.

10 aspects to the Learner Profile – Dianne’s brilliant cards below (copyrighted! Do not steal!). Useful in many learning situations! IB Learner profile Video

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Reflective Communicators Thinkers Inquirers Open-minded Balanced Caring Risk-taking Principled Knowledgeable

 

Finally, we discussed the Ideal Libraries document which was released in June 2018. There some limitations – it’s unclear who the audience is (some bits seemed to be aimed at library professionals, others at administrators), but there are lots of questions which can be useful when analysing library services. Dianne has collected the questions (all 80-something of them!) because they are not organised sensibly in the IL document. it’s a work in progress…

Danielle Binks and #LoveOzYA

SLAV Mornington Peninsula Term 3 Meeting – 7 September 2017

I was a bit late (short-staffed in the library – who’da thunk it!) and missed the intro and preamble (sorry Danielle!). We pick up the story at the point where DB is discussing the US Book Expo (think Bologna – but US).

2014 – There are no women on the YA panel. No PoC either. The YALit community get (understandably) a bit shirty. The #weneeddiversebooks hashtag is started as a way of discussing and highlighting the huge lack of diversity on the panel.

2016 – The organisers flag that they have taken the diversity criticisms on board. The guests are: 18 white men, 12 white women, 1 grumpy cat. Although a minor the improvement, it was noted that the cat gets more airtime than PoC and women. Organisers are amazed that people are still cranky!

In 1985, the CCBC (The Cooperative Children’s Book Center at the University of Wisconsin) conducted its first annual survey of books written by African Americans, prompted by the then-director serving on the Coretta Scott King Award committee. They found that of the “2,500 trade books that were published in 1985, only 18 were created by African Americans”: .0072% of the books published in that year were written by African Americans. WTAF?! (Trust me, I don’t believe it’s any better in Australia!) In more recent years, they have been collecting a wider array of data, and you can check that out on their website (link above).

In 2014, there were 3,500 books published in the US by US authors. They CCBC found that: 85 were written by authors who identified as African Americans, 20 by First Nations peoples, 129 by authors with Asia Pacific heritage, and 59 by Latinos. Even if you add all those authors of colour together, it’s still only .084 of the total number of books published in the US in that year. Not much of an improvement in almost 20 years.

This clearly demonstrates that #weneeddiversebooks is a legitimate cry, and that the publishing industry is slow to change.

A little bit on WeNeedDiverseBooks – they have a website that you should check out, as there are lots of resources, lists, etc, etc, available there. Note that it is US-centric, but still legit.

And talking about hashtags – in 2015 ALIA released lists of the books most borrowed from public libraries (there are issues in this sample, but more on that later). Most of the Top 10 lists had a 50/50 distribution between Australian and OS authors, but the Top 10 Borrowed Books for Young Adults had….drum roll….two Australian authors – Ellie Marney (Every Breath) and Markus Zusak (The Book Thief)!

This gobsmackingly skewed result reverberated around the YALit community, and the hashtag #LoveOzYA was born (I wrote an article about this for CBCA Vic – but they’ve killed it 😦 I resurrected it here!). Anyhoo, the OzYA community made that hashtag go nuts, and started a worldwide discussion about Australian YA.

DB believes that ‘Australian’ is a sensibility, not a setting. And I agree with that. It includes our vernacular – Vegemite (not Marmite or Promite), milk bar (not corner store or bodega), but is also reflected in our attitudes – for example, Fraillon’s The Bone Sparrow addresses our fears of being rejected (in comparison, the US writers are addressing the idea of being ejected).

Continuing with the results of the Most Borrowed books, in 2016 and 2017 there were no Australian authors on the YA list. When you look at the titles on the list, it’s clear that they all had the benefit of huge film advertising budgets – something that Australian titles do not have access to. In addition, the stats only reflect the books that have been borrowed, not who actually borrowed them. Danielle speculated that the books could have been borrowed by adults for young people, who may not have actually even read the book, or even for themselves – and she made reference to the audience in the room, whom she assumes are like her: an adult YA reader who has never stopped reading YA.

Begin, End, Begin, the anthology that Danielle edited and contributed a story to,  aims to present a diverse range of authors and genres to a YA audience. One of the driving ideas behind the compilation is to present a collection of stories that have a uniquely Australian sensibility and place. Imagine the YA landscape without Puberty Blues – surely a prime example of ‘Australia’, and a book that shone a light on a burgeoning feminist understanding, where girls began to assert their rights as people.

Danielle asked – Where is the crossover between WNDB and #LoveOzYa? She feels that both are working towards equality , inclusivity and diversity.

Part of understanding this inclusiveness is working to mark your collection reflect the variety of cultures and people within your school. At Reading Matters 2017, Emma White, Children’s and Youth Services Librarian at Yarra Libraries, spoke frankly about how she put Yarra’s YA collection through a diversity audit – and chucked out thousands of books. What she didn’t expect was the response from young people. Once the collection was cleared of its old and out-dated fiction, the borrowing stats went through the roof. Patrons could see the collection, and, more importantly, see themselves on the shelves.

Danielle encouraged the audience to do the following:

  • Ditch your book subscription – regardless of which company you are with;
  • Get educated about where to buy diverse books: for Indigenous books try Magabala, BackRoom Press, Australian Studies Press, and the Small Press Network;
  • Check out LoveOzYA website for lists, events, posters and more;
  • Stella Schools, run by the Stella Prize committee, is all about creating gender parity in publishing, and has resources for getting more books by and about women into schools, and they also have an ambassadors program where authors visit schools to talk about the importance of hearing from everyone in the community;
  • The VCAA list was mentioned, but I think that this is a furphy. A quick look at the 2017 lists revealed that the English list has 18 texts, of which 8 are by women and 10 by men. the EAL list is 50/50 in a list that has 16 texts;
  • Lastly, Danielle advises to buy from local/ Australian booksellers – Farrell’s, Robinsons, Dymocks, Booktopia, Reading, Beaumaris Books, etc. This benefits the community twice.

The final part of the talk was devoted to talking about graphic novels and comics. Danielle has been in contact with the owner of The Comic Place in Playne Street, Frankston, who is keen to work with schools o the Peninsula to bring good quality comix to young people.

A recommended new release with Fence by C.S. Pacat and Johanna The Mad, through BOOM! Studios, and places that you can go to for comics and related info, both online and in person, are: The Hawkeye Initiative; Eisner Studios; Boom! Studios, and Graus Comix by Robinsons, Minotaur, there are heaps.

Lastly, don’t discount where your young adult readers are getting their stories from. Fan Fiction is huge, and YA readers and writers are often immersed in this self-publishing culture. Embrace the reading wherever you find it – you might be surprised.

And remember that, even though we all love ourselves some YA, it’s not written for us. If you’re at a launch, signing or event that is primarily aimed at a YA audience – get out of the way, and let your mantra be #teenstothefront.

Why School Librarians are Important — OverDrive Blogs

By: Sheila Henline, Collection Analyst. “Why do I need a school librarian? I have Google and the Public Library.” This pointed and myopic question is the typical line of thinking from those not familiar with the nuances of school libraries and the roles of School Librarians and Media Specialists. Public Libraries are an essential part…

via Why School Librarians are Important — OverDrive Blogs