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?
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
Authority is Constructed and Contextual
Information Creation is a Process
Information has Value
Research as Inquiry
Scholarship as Conversation
Searching as Strategic Exploration
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
Hope – Obama
Warhol
Men at Work
Photoshopping through History – website.
Ray Charles – original. Kanye West – Golddigger – Jamie Foxx. – 3mins. Who owns this? Is KW plagiarising? What do you think? – Remix website
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.
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?
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?
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.
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!
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.
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.
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:
Everyone has something to contribute regardless of where they are on the IB journey.
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.
IB Philosophy (see photo) Purpose Learning Culture Environment
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.
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
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…
This Teaching Life Two 