Confronting the Crisis of Significance in 21 st

Confronting the ‘Crisis of Significance” in 21 st Century School Libraries Ray Doiron University of Prince Edward Island Marlene Asselin University of British Columbia Treasure Mountain 2 Ottawa, June 2 -3, 2012

Setting the context. . . �Why such strong language – “crisis”? �Video demo: ◦ http: //www. youtube. com/user/peischools# p/f/25/yfpa 9 u. TWd. JE

�. . . the vision here says nothing about school libraries. It’s as if the ideas of the school library have been appropriated by educators in general. It is not the school library’s job to do this; it is everyone’s. �So where do we fit in? or are we obsolete and irrelevant?

The Neverending “Crisis” Brandes, B. (1987). The crisis in California school libraries. http: //eric. ed. gov/PDFS/ED 300036. pdf � Lance, K. C. , & Hainer. , E. (1998). The Case for Crisis in School Libraries: Symptoms or Solutions? Colorado Libraries, Summer, pp. 6 -10. � Loring, John. (2002) "The crisis in school libraries: How did we fall so far so fast? " Quill & Quire (February 2002): 18. URL: www. quillandquire. com/Library/Crisis%20 in%20 School%20 Li braries. pdf � Haycock, K. (2003). The Crisis in Canada’s School Libraries: The Case for Reform and Re-Investment. � Gilmore-See, J. (2010). Simply Indispensable: An action guide for school librarians. Libraries Unlimited. Chapter 1, page 1: “The Crisis in School Libraries”. � OLA website article (2011). Continuing crisis in school libraries. Retrieved May 29, 2012 from http: //www. accessola. org/ola_dev/OLAWEB/Home/ News/November/Continuing_Crisis_in_School_Libraries. aspx �

Session Outline �Introducing 21 st Century Learners ◦ Their identities & learning styles �Powering the 21 st Century Learner ◦ Learning outcomes & learning environments �Powering 21 st Century Learning ◦ Inquiry, Action & teaching principles �Powering Up School Libraries ◦ Challenges & New Metaphors ◦ Concluding thoughts… Discussion …

Introducing 21 st Century Learners 1 billion users around the globe are surfing the Internet every month.

Describing 21 st Century Learners Learning Processes Constructed Identity Interactive participants Economic force Take action approach Networked communities Early adopters Passionately tolerant Makers of personal landscapes Force for social transformation Learn by doing Multi-tasking, multi-modal (From: Asselin & Doiron, 2008, p. 8)

In their own words… � � � � We want to do work that makes a difference to me and my world. We don’t want to remember, recall and regurgitate. We don’t want to learn for the sake of tests. We don’t want learning made easy; rather, we want it to mean something. We want to learn with the media of our times. We want to do work that is relevant, meaningful and authentic. We want to be engaged intellectually. We want stronger relationships with our teachers, with each other and with our communities - locally, provincially, nationally and globally We want teachers to know how we learn, to take into account what we understand what we misunderstand use this knowledge as a starting place to guide our continued learning. We want to be able to work with others in the classroom, online and in our community. We want to be able to pick up our information anywhere, anytime. We want in-depth learning. We need feedback in time to help us learn and in time do something about it. (Adapted from Friesen, S. , & Jardine, D. (2009) 21 st Century Learning and Learners. A report for the Western and Northern Canadian Curriculum Protocol. University of Calgary: Galileo Educational Network, p. 3) Retrieved from http: //education. alberta. ca/media/1087278/wncp%2021 st%20 cent%20 learning%2 0(2). pdf

The disconnect between inschool & out-of-school �The words of two Grade 12 students: ◦ Let me tell you what school is like for me. “Blah, blah, blah; test on Friday. ” (From Friesen & Jardine, 2009) ◦ As my son said when he and I were talking about his experience in high school: “Dad, we go along to get along. And I am one of the lucky ones because I have learned to remember and regurgitate. ” (Matt, 2011)

Powering the 21 st Century Learner �What are the knowledge, skills and attributes we need to teach these learners? �Framework for 21 st Century Learning ◦ ◦ Core subject area knowledge; Creativity & innovation; Communication & collaboration; Critical thinking & problem solving. �SEE: http: //p 21. org/documents/1. __p 21_framework_2 pager. pdf

The Learning Environment outlined by the Framework We establish learning environments which: � Create learning practices, human resources and physical environments that support teaching and learning; � Support professional learning communities that enable educators to collaborate, share best practices and integrate 21 st century skills; � Enable students to learn in relevant, real world contexts; � Allow equitable access to quality learning tools, technologies and resources; � Provide architectural and interior designs for group, team and individual learning; � Support expanded community and international involvement in learning, both face-to-face and online. � (From: 21 st Century Learning Environments )

The 21 st Century Learning Initiative: Policy Paper http: //www. 21 learn. org/site/wp-content/uploads/PP. pdf �Five key interrelated issues which have to be better understood for a more effective model of learning to emerge. ◦ the biological nature of learning; ◦ the science of learning; ◦ culture and nurture: how our ideas shape our thinking; ◦ the implications of new technologies of information and communication; ◦ spontaneous, informal learning; the significance of the home and the community.

Influence of the Partnership for 21 st Century Skills � Canadian Examples: ◦ 1) British Columbia’s The Premier’s Technology Council: A Vision for 21 st Century Education (2010); ◦ 2) Western and Northern Canadian Curriculum Protocol: 21 st Century Learning and Learners (Friesen & Jardine, 2009); ◦ 3) Prince Edward Island: Proceedings of the Minister’s Summit on Learning (2010); and ◦ 4) New Brunswick’s NB 3 -21 C: Creating a 21 st Century Learning Model of Public Education, (2010). � AASL in USA: ◦ Inquire, think critically and gain knowledge; ◦ Draw conclusions, make informed decisions, apply knowledge to new situations and create new knowledge; ◦ Share knowledge and participate ethically and productively as members of our democratic society; ◦ Pursue personal and aesthetic growth. (AASL, 2006).

Common Connections to School Libraries �We can hear the call for inquiry, information & digital literacies, critical thinking, technological competence, global connections and collaboration for learning that echoes throughout these documents. �Most are written without a clear role for the school library and the teacherlibrarian.

Powering Learning �Is st 21 Century broadening resource-based learning to be “inquiry” really enough? �Are we really empowering students with our visions of inquiry? �We need to think inquiry and action.

How We Teach 21 st Century Learners � We focus on teaching “how to learn”; � We build collaborative, connected learning situations; � We capitalize on learners’ social conscience and global perspective; � We assign learners more control in their learning within clear parameters; � We use multiple/varied resources – multimodal, multimedia… � We teach ethical issues and proper online behaviours; � We teach learners to respect the work of others and to act responsibly as information literate, global

Powering up School Libraries �Overcoming our fear of the Internet; �We need to ‘lead learning’; �Build a diverse ‘digital toolkit’; �Stand up for the need for access; �Move quickly for the change that is needed.

Towards New Metaphors �Not ‘old wine served in new bottles’; �The ‘hub’, the ‘heart’ of the school will no longer work; Maybe ‘the brain’? �Kulthau – ‘the third space’; �Frey – ‘centres of culture’; �Loertscher, Koechlin & Zwaan – ‘ learning commons; �Waaijers – ‘libratories’ �Think more in terms of ecological models…

Three major challenges � We are lacking current and reputable research linking 21 st century learners & learning to the role of the school library. ◦ Shift from student achievement to issues of social justice, equity and culture/community; � We have a growing need for re-invigorated leadership in school librarianship. http: //www. youtube. com/watch? v=4 Rzmrh. Dmje. Q � Keeping up with our growing professional learning needs. ◦ Action research, PLCs, study groups, ◦ Article: Professional Learning in Effective Schools (2005) http: //www. eduweb. vic. gov. au/edulibrary/public/teachlearn/t eacher/Proflearningineffectiveschools. pdf

Questions - Discussion