C21L+T Teaching and Learning in the 21 st Century: An Inquiry-based Approach Moira Ekdahl, Learning Services May/June 2011 Updates

Sir Ken Robinson …

AASL: Standards for 21 st C Learner in Action All learners must be able to access high-quality information from diverse perspectives, make sense of it to draw their own conclusions or create new knowledge, and share their knowledge with others.

ACCESS TO INFORMATION MEANS: Principles of Equity of Access are in place Print, digital, and other resources are accurate, current, and age-appropriate Meaningful instruction in the use of these resources is provided Freedom to read is valued

Access: Tools, Resources, Information rapidly changing tools increasing numbers of resources more demands for users to be thoughtful consumers emerging need for skills for digital citizenship and lifelong learning

Access and Technology Resources no longer simply the textbook Tools no longer simply the pen or word-processing Students and their teachers need support and time to learn Teachers need collaborative support for new pedagogies

Access in our schools in classrooms that strive to move beyond the textbook in school libraries in the hours during and beyond the school day BIG QUESTION IS EQUITY

Access in Interconnected Communities Resources, tools, and information: Available in our “communities of functionality” -- educational, local, global Universal, national, social, and personal Current, accurate, age-appropriate Equitably distributed Reflective of the wide range of interests, skills, and abilities of our students.

Freedom of Access Important to have freedom and flexibility: to make personal and pedagogical choices amongst resources and tools to read and learn widely and deeply to participate in a culture of reading both for pleasure and for information to teach for access by reading and by exploring curriculum

Flexible Access for Optimization to a school library as the "hub" of learning to “re-design” as Learning Commons to services of TLs as learning specialists to production facilities to technology in differentiated configurations to tools, including software and adaptive hardware to real and virtual resources and services, 24/7

ACCESS TO INFORMATION MEANS … Flexible access is ensured Technologies as tools are provided, including: – Software and adaptive hardware – Instructional technology

ACCESS to Resources and Services Real research and questioning can become lifelong tools to encourage independent thinking and to guide classroom inquiry at any time students are engaged in reading, viewing, or listening activities. IMPACTIMPACT, p22

The Points of Inquiry Inquiry, driven by wonder, connection, discovery, creativity, critical thinking – supported by technology BC IRPs Developmental, benchmarked, referenced to authority Immersed in new & emerging technologies Grounded in traditional and new or multi-literacies Designed backwards Parallel language to reading and other initiatives Meaningful, authentic, and balanced approach

BC Public K-12 System Today Bulleted ILOs Exams / FSAs Press to cover curriculum Test- and text-focus vs Inquiry / RBT Technology integration issues Google vs Databases Books on carts

Transitions BUT: Transitions: Elementary, secondary, adult learning, post-secondary, work... “What are they doing in ____ school?”school No surprises here: "ever thus“No surprises here Assumptions - tabula rasa Transitional Literacy / Articulation

Stages of Building a School-wide Plan Build support amongst stakeholders Do a readiness assessment Build a foundation for collaborative implementation Create the context for collaborative planning “Think Outside” the classroom Engage in the conversations

In the Face of Change, Will You? Be flexible Assess student needs Initiate collaboration Fail Ask for help Celebrate successes Use new tools, methods of communicating … Change roles

Change: A Process, Not an Event Change is made by people, not institutions. It is personal and developmental in terms of feelings and abilities Teachers approach change differently: Innovators (8%) Leaders (17%) Early Majority (29%) Late Majority (29%) Resisters (17%)

Stages of Concern in the Face of Change: 0. Awareness – No thanks. Not for me. 1.Informational – Tell me more. 2.Personal – What will it mean for me? 3.Management – Where will I find the time? 4.Consequence – How will this work for my students? 5.Collaboration – How can we make this work? 6. Refocusing – Is there a better way?

VISION: FIRST THE TEACHING AND LEARNING Effective school library and technology programs support teaching and learning by integrating local curriculum, resources, staff development, and assessment with: – data-driven collaboration – literacy objectives – technology – information literacy skills – an inquiry or process approach

BC Public K-12 System Future Possibilities? “Information Fluency”: Multiliteracies + Inquiry Re-design of Instruction and Spaces  Physical/Virtual Learning Commons 21st-Century Learning : Making the transition21st-Century Learning Can we address the Challenges of Engagement and dodge the Risk of Irrelevance?

Just The Beginning… Information Fluency Continuum: Benchmark Skills for Grades K-12 AssessmentsBenchmark Skills for Grades K-12 Assessments. NYC School Library System (2010) Barbara Stripling et al Langley Teacher-librarians’ Association Wiki for Inquiry Questions

LINKS Vancouver TL Stuff TL Special Blog: TL Inquiry Wiki: TL Inquiry – Video “School Libraries in Action”

BCTF / BCTLA LINKS: Ekdahl,M., M. Farquharson, J. Robinson & L. Turner (2010) Points of Inquiry: A Framework for Information Literacy and the 21 st Century Learner. Vancouver, BC: BCTF / BC Teacher-librarians’ Association. (includes working dox) Naylor, Charlie (2011) 21 st C Learning – Widening the frame of focus and debate: A BCTF Research discussion paper. Vancouver, BC: BCTF Research.

American Sources Public Schools of North Carolina (2005) IMPACT: Guidelines for North Carolina Media & Technology Programs. Raleigh, NC: NC Department of Public Instruction. NYC School Library System (2010) Information Fluency Continuum: Benchmark Skills for Grades K-12 Assessments. NYC: NYC Department of Education 51E28D34BF4F/0/InformationFluencyContinuum.pdf 51E28D34BF4F/0/InformationFluencyContinuum.pdf Stripling, Barbara K. (2003) Curriculum Connections through the Library. Englewood, CO: Libraries Unlimited. (Google Books) Stripling, Barbara. "Using Inquiry to Explode Myths about Learning and Libraries." CSLA Journal. Fall In EBSCO Academic Search Premier, accessed June 2, 2009, Vancouver School Board.

Media Links Best Math Teacher Ever. Youtube: Robinson, Ken. “Changing Educational Paradigms.” RSAnimate. Youtube: