1. Library Essentials: creating the library appropriate to the needs of students in the 21st century Mary Manning School Library Association of Victoria Sandy Phillips Victorian Education Channel Manager Department of Education & Training, Victoria

2. The Victorian Essential Learning Standards The Victorian Essential Learning Standards A new approach to organising curriculum The Victorian Essential Learning Standards

3. This curriculum approach addresses The economic and social changes associated with the development of our global, knowledge-based world and their implications for schools, and The economic and social changes associated with the development of our global, knowledge-based world and their implications for schools, and The growing evidence base about how people learn and its implications for teaching that works The growing evidence base about how people learn and its implications for teaching that works

4. A move away from increased content towards:- A student-centred approach A student-centred approach Developing the learner who can apply their knowledge beyond the classroom to new and different situations Developing the learner who can apply their knowledge beyond the classroom to new and different situations Autonomous learners Autonomous learners

5. The Players Students 1980s, 1990s, 2000s Net Generation Socialise online Chat, SMS, games, simulations At ease in immersive worlds Teachers 1940s, 1950s, 1960s Print generation Socialise in restaurants News, current affairs, reading, holidays, Parkinson/ Oprah Aliens in an online world “Technology as a second language”

6. Speaker’s Note To succeed beyond the compulsory years of schooling, all students need to develop these three capacities. The three organising principles of the VELS are derived from these three explicitly stated purposes. Together they help to answer the broad question about the kind of young people we want our schools to nurture.

7. Three components The processes of physical, personal and social development and growth The processes of physical, personal and social development and growth The branches of learning reflected in the traditional disciplines; and The branches of learning reflected in the traditional disciplines; and The interdisciplinary capacities needed for effective functioning within and beyond school The interdisciplinary capacities needed for effective functioning within and beyond school (we like it already!!)

8. Three strands Physical, Personal and Social Learning Physical, Personal and Social Learning Discipline-based Learning Discipline-based Learning Interdisciplinary Learning Interdisciplinary Learning

9. Balance and equality Knowledge, skills and behaviours in each of the three strands Knowledge, skills and behaviours in each of the three strands Together the three strands provide the basis for students to develop deep understanding Together the three strands provide the basis for students to develop deep understanding An ability to take their learning and apply it to new and different circumstances An ability to take their learning and apply it to new and different circumstances The disciplines are related to the other strands in a new and integrated manner The disciplines are related to the other strands in a new and integrated manner

13. Novice learners to expert learners! The development involves: Noticing features and meaningful patterns of information Noticing features and meaningful patterns of information Acquiring content knowledge that is organised in ways to reflect a deep understanding Acquiring content knowledge that is organised in ways to reflect a deep understanding Applying knowledge in ways appropriate to context rather than exercising one’s memory Applying knowledge in ways appropriate to context rather than exercising one’s memory Approaching new situations in flexible ways Approaching new situations in flexible ways Autonomous learners Autonomous learners

14. What is the same? Discipline-based Learning What is different? Interdisciplinary Learning /ICT Discipline-based Learning Physical, Personal and Social Learning

15. Greater recognition of the personal and social skills Greater recognition of the cross curriculum skills Statewide standards in these. What does this mean?

16. Implications for school libraries Skills that have never been explicitly stated before are now acknowledged and standards stated Skills that have never been explicitly stated before are now acknowledged and standards stated Interdisciplinary skills and behaviours are of equal value to discipline skills and knowledge Interdisciplinary skills and behaviours are of equal value to discipline skills and knowledge A whole school approach is necessary for planning A whole school approach is necessary for planning Integration and collaboration required Integration and collaboration required Focus on what is essential for expert or autonomous learning Focus on what is essential for expert or autonomous learning

17. Things to consider Collaborative approaches (planning teams) Collaborative approaches (planning teams) Novice to expert learner (independent research skills) Novice to expert learner (independent research skills) Transferability of learning Transferability of learning Student-centred approach (learning styles) Student-centred approach (learning styles) Thinking skills (strategies) Thinking skills (strategies) Assessment (formative) Assessment (formative) Rich ICT learning environment Rich ICT learning environmentLEADERSHIP

18. Learning as Teachers Five stages of Integration: Foundation Integrated Innovative Transformative Leadership !

19. focuses on providing students with the tools to transform their learning and to enrich their learning environment. develop new thinking and learning skills that produce creative and innovative insights communicate locally and globally to solve problems and to share knowledge ICT

20. Thinking The study of thinking enables students to acquire strategies for thinking related to enquiry, processing information, reasoning, problem solving, evaluation and reflection. Thinking validates existing knowledge and enables individuals to create new knowledge and to build ideas and make connections between them.

21. Personal Learning Learners are most successful when they are mindful of themselves as learners and thinkers within a learning community. This domain provides students with the knowledge, skills and behaviours to be successful learners both at school and throughout their lives. Self-motivation Engagement Responsibility for one’s own learning A “connected” global citizen

22. The Online World Supporting Global & Personal Learning Supporting Global & Personal Learning

23. The Online World Supporting Thinking & Creativity Supporting Thinking & Creativity BLOGGING Literature

24. Movie Life in the trenches Virtual Tour Life in the trenches Timeline: Persecution and Genocide Under the Nazis 1933 - 1945 iMovie creations “We didn’t start the fire” Educator designed activity Springfield USA The Online World Supporting different Learning Styles

25. WebQuest – Real Ones!!! Problem-solving Critical thinking Team building and team work Persistence Creative and lateral thinking Hotlist/ Web Hunts List of sites Theme/ Topic Based Fact Finding Reporting back Scaffolding for Thinking

26. We Didn’t start the fire Hotlist/ Web Hunts Groups / Individual “Surf the net” Fact Finding Discussion Reporting back WebQuest – Create Thinking Open Questions What had global impact? Why? What criteria was used? Debate Transformative Thinking What would feature in a song/ Rap from Aust/ NZ / HK Creative Thinking Maybe create one The song ends in 1982 what significant events would you feature in the iMOVIE? Create Personal Learning / Reflection What events in your life have been significant?

27. WebQuests Best WebQuests www.bestwebquests.com Best WebQuests www.bestwebquests.comwww.bestwebquests.com TOM MARCH Bendigo Senior Secondary College Bendigo Senior Secondary College LISA HAYMAN

28. Webquest of the Year SLAV / Education Channel The Way Things Work Catering for camp China’ s Great Inventions Competition for this Year – Collaboration

29. In the words of Stephen Heppell ……the environment needed to fast track everyone towards the kind of delightful, engaging, seductive, stretching, changing environment that our young learners need. Let us be the Leaders to … Commonwealth Education Ministers Conference Prof Stephen Heppell November 28th 2000 http://rubble.heppell.net/ccem/nova.html