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Towards 21st Century Learning in a 21st Century School

Towards 21st Century Learning in a 21st Century School. The teacher-librarian and strategic change Group 24 Brett Michelle Kathryn. Audience:(School Administrators (being Principals, Deputy Principals)).

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Towards 21st Century Learning in a 21st Century School

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  1. Towards 21st Century Learning in a 21st Century School The teacher-librarian and strategic change Group 24 Brett Michelle Kathryn

  2. Audience:(School Administrators (being Principals, Deputy Principals)) • Revise/summarise the concept and learning benefits of a 21st century pedagogyEstablish/reassert the 21c school library and its teacher librarian as the linchpin of the 21C schoolSummarise/synthesise the critical elements of strategic planning and change management in moving towards this goalAdvocate the role and unique skills of the t/l in leading the vision/change towards a 21C school

  3. ("school systems around the world are struggling to meet the demands of the 21st Century learners and employers.")(CISCO, Equipping Every Learner for the 21st Century) Education has not addapted to the needs of the employers. Schools have not kept abreast of the changes in society. Schools need to prepare students for employment by teaching them the skills they need.

  4. Skills needed for the 21st Century Problem Solving Decision Making Creative Thinking Critical Thinking Collaboraion Communication Negotiation Intellectual Curiosity the ability to find, select, structure, and evaluate information.(CISCO, Equipping Every Learner for the 21st Century)

  5. Move away from f a teacher centered approach teacher uses many different strategies and skills tailor learning to the individual#Slide align classroom learning to represent the students world, a modern globalised world intergrate 21st Century learning into all subject areas

  6. Discuss how the TL recognises the paradigm shift in education; ü new millennium ü globalisation ü Life long learning ü Personalising knowledge / knowledge based economy The TL recognises the paradigm shift occuring in education and the progression toward a new millenium and 21C learning, skills and knowledge. The TL is aware of the importance of students being able to personalise knowledge and to become successful life long learners.

  7. Attributes of an effective TL and Library in 21C…… Traits for successful library media specialists; ü Technical competence ü Conceptual skill ü People skills ü Judgement ü Character Warren Bennis (1999, p.g. 295-296 (Cited Donham) Collaboration / collegial leaders / Community

  8. The TL can effectively "lead the way to education 3.0" (Cisco);Teach life long learning skills which encompass technology • Tailor instruction so that ALL students can reach their potential – curriculum knowledge and effective pedagogy • Facilitating flexible, stimulating learning environments, multi-functional facilities (ASLA & ALIA, Noah & Brickman) • Harness children’s abilities to utilise and problem solve using technology, extend their knowledge and understanding of technology and demonstrate it’s use as a learning tool. • Extend their abilities to problem solve, be creative and critical in their thinking • Encourage and utilise resource based learning approaches through the use of technology e.g. blogs, wikis, social bookmarking, podcasting, web syndication, web calendering, file creation and sharing – Hay & Foley School libraries ….. • Twitter ......?????

  9. Operating strategicallyGiven the enormities of the shift required to grow an authentic 21C school, including a complex yet flexible 21C curriculum ( Gibbs, 2003; P21, 2004 ),changed experiences, expectations and learning needs of 21C students ( Assellin & Doiron, 2008 ) and the explosion of collaborative technologies for learning ( Hay & Foley, 2009 ), a strategic approach for planning and change must be adopted if there is to be any change of success.

  10. Beyond 'good'Strategic leadership surpasses 'good' leadership in that it comprises a distinct set of behaviours and personal attributes ( Davies & Davies, 2005 ) that serve to move the school towards a clearly envisioned and articulated ideal ( Beare, 2001 ) in an era where change is both constant and rapid ( Todd, 2009 ). Strategic leadership identifies opportunities for growing learning capacity and effects organisational alignment.

  11. Distinct planning processes are proposed to facilitate strategic approaches to building 21C schooling. These processes consider the 'current' through collaborative, system-wide audits of school culture and constructions, ( Welch, 2006 ) that must consider systemic and contextual constraints ( Davies & Davies, 2005 ) to increase efficacy. [consider including a simplified example as per notes from 504 modules ( Balnaves, 1998 )]

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