Everything the school library does is in the service of student learning. Learning is change. For the most part, we are not consciously aware of all the changes that occur in our brain and body when we are learning. We can often describe observable aspects of learning such as an improvements in our accuracy in kicking a ball through the goal posts, the ability to solve a challenging math problem, a new way to fold the worlds best ever paper plane, or a new historical insight but the neurological and physiological changes in our bodies are hidden. These new skills or new knowledge may indicate that learning has occurred however they are far from providing a complete understanding of the change that has taken place. This is where understanding the embodied mind can lead us to a more holistic view of learning. Learning that we can directly observe, test or that we are conscious of is only the very tip of the iceberg. Learning is a process that involves the entire body in a complex system of interdependent subsystems. The brain is a dominant arbiter in the learning process however the brain only functions within the context of the body – as Guy Claxton explains, the “brain and the body function as a single unit” (Claxton, 2015 p 89). Continue reading The embodied library : learning to read→
Social media and new digital channels ensure that our connected world is always evolving. Branding in the commercial environment is no longer about projecting a message to an audience, it is about connections between people. This is where the traditionally commercial role of branding and the role of libraries converge. Libraries are still about books, knowledge and ideas but both the format, the medium and the modes libraries work across have expanded exponentially. Embedded in this expansion are the ways in which the library connects with people and more importantly, the ways the library connects people-to-people, ideas-to-ideas, needs-to-needs. Advertising agencies are no longer isolated in silos working to a brief provided by a company CEO, they are getting into the shoes of a company and into the shoes of the customers, connecting networking, working across platforms, focusing their message, and co-creating with their clients.
This is where libraries have always been and where they are ideally placed to meet the needs of patrons in a connected world. For libraries, branding is an important piece to this puzzle and is an often neglected one. Branding a library is not about projecting a new modern face and it is not about sending the right message. The message is what libraries do. In this context, branding is about making connections between what people do and what libraries do. Libraries do things in society that no other organisation or system does. Libraries offer an experience, a collaborative space, an inspiration, and a story that no other physical or virtual space offers. Leveraging branding and marketing strategies offers useful insights into how libraries can make more authentic and meaningful connections within the community.
There are two fields of study that I would like to bring together to create a deep but accessible framework to examine the impact of the environment on student learning. Of particular interest to me is the impact of the presence books on learning in combination with other technologies however this framework could be applied to many other aspects of the learning environment.
Complex systems thinking provides a holistic framework for discussing Academic Honesty with students. Complex systems thinking leads us away from hierarchical structures of power and authority toward an emphasis on connections, dialogue and individual autonomy. Complex systems thinking embraces individual identity and diversity where students construct their own meaning through respectful and meaningful interactions with their peers. Rather than attempting to homogenise student understandings of academic honesty, a complex systems approach provides a rich context for individual and shared understandings to emerge by fostering interactions, collaboration and iterative feedback.
The imperative from the class teachers: “We are concerned that academic misconduct may be on the rise and while teachers have discussed this with students having someone different to lead some sessions with this grade level may help them to understand academic honesty better and understand the importance of academic honesty with the hope that their behaviour will improve”. So the librarian was invited to take two sessions with this grade level which included 29 students.
Information literacy is dehumanising if it is not dialogic. In the same way that a fluency in a language is gauged through dialogue, information literacy has meaning when it is participatory, connected, responsive and dynamic. Fluency with information is demonstrated through participation in civic dialogue where individuals connect and knowledge is shared, refined and remoulded into new meaning for each participant. This is not merely an expansion of the term information literacy by definition but it is an expansion through action.
A core belief in my approach to the role of the library in learning is that it involves empowering student and teacher agency. In many respects, libraries still retain the traditional pillars of library service, expertise and resources (see the IFLA School Library Guidelines) and continue to stand strongly behind ideals such as freedom of information and freedom of human expression. The required paradigm shift in the role of the library comes when we consider how the learning community is empowered to engage with the library. The basis for this paradigm shift embodies the very meaning of learning. That is, simply learning the content and ideas that the library hosts is not enough but learning how to access these ideas is critical. Many traditional approaches to learning in the library do aim to support this process of learning however in reality, many patrons feel that the library is a closely controlled and a fiercely protected space that is
dominated by librarian-mediated access. Often, as a revered space, there can be a heavy sense that the administration of an ordered library is the most important feature of the library experience. These traditional features of the library remain important but we need to ask which of these features dominate the culture within the library itself and the culture surrounding the library. I wrote a post a while ago about the perfect library and posed the idea that it is about focus and getting the balance right to ensure the library is achieving the key outcomes it is striving for. Student agency is one of those critical outcomes that must define how we go about running our libraries.
Student agency refers to a sense of ownership, independence and self determination that leads a student to feel empowered to take action. In the learning context this looks like a student who feels supported and secure enough to take risks, to ask questions, to fail, to apply critical analysis and take action based on their understandings and beliefs. Choice is crucial to a sense of agency. In contrast, narrow, authoritarian and predefining contexts curtail this sense of independence and limit student influence over the process of learning. Building a sense of agency in our students is integral to developing an inquiry learning context based on questioning, critical analysis, meta-cognition, reasoning, problem solving and creativity.
Coming back to the role of the library in learning, student agency clearly becomes a necessary focus that defines how we run a library. Where job descriptions for librarians can look more like a manifesto of the modern cosmopolitan superhuman the key to unlocking these documents is to discern which of this list of positive attributes, skills and tasks will have the most profound impact on student agency and therefore learning.
Each element of the role of the library is important and should define the role of the librarian however not in equal proportions.
Trying to achieve all of these guidelines and expectations in equal measure is neither realistic nor desirable. An example may help to illustrate what I mean. These may be controversial for some readers so if you feel I am being unbalanced here, please respond and enter the discussion.
I am going to begin with a sceptical note. Complex systems theory has experienced an increasingly rapid rise in popularity in the social sciences and by extension is also gaining significant traction in education. In the milieu of fads and trends in education there are a plethora of claims made for the effectiveness of a particular approach that can yield the learning outcomes we are all in education to achieve. I am always cautious of a new programme packaged by the large learning corporations or promoted by individuals whose income depends on the adoption of a particular approach so in presenting complex systems in education I ask that you employ the greatest level of critical analysis and sceptical inquiry. This presentation is designed to challenge assumptions, open our minds and give us a more holistic view of our classroom and library practices. The value I see in a complex systems approach is that implicit within the theoretical framework is an open and holistic view of students and the educational context we are part of creating for them. Any theoretical framework that seems to lead to an unbalanced focus on single elements or purports to be a panacea is highly suspect because education is not simple. There is an undeniable complexity to the task we have as educators. When you consider the diversity of students within a single class, the thought that a single approach will meet all their individual needs instantly appears ridiculous. Herein lies the strength of a complex systems approach because at it’s very core is the embracing of the complex, the dynamic, the unpredictable, the intangibles and the challenges of working with children who bring a vast array of prior experiences, expertise and characteristics that come together to make them a collection of unique individuals.