17th+August+PPT+outline

Strategy into Action Creating a whole school approach to information and digital literacies 1. Purpose and Outcomes To examine the critical elements of strategic planning in developing information and digitally literate students across the curriculum. To identify the unique position of the teacher librarian in the process of strategic planning in a whole school context. 2. New Learning Environments Learning preferences have changed dramatically due to instant electronic information sources (Herring, 2011). Critical thinking behaviours of information literacy and digital literacy are essential for students to effectively find, understand, use and evaluate all information sources for learning (Abilock, 2004).

3. Operating Strategically Working strategically involves setting direction and translating strategies into goals and actions whilst aligning people and resources to achieve those strategies (Davies, 2003). Strategic planning requires being receptive to new information and responding and adapting accordingly (Davies & Davies, 2005).

Consultation & development
 * 4. The Strategic Planning Cycle** (Adapted from Davies, 2003)

5. The Cycle Explained 1. Developing a vision for information and digital teaching and learning. 2. Building conversations for participation and motivation. 3. Facilitating a strategic focus verbally and through documentation. 4. Actioning and aligning strategies with appropriate timelines. 5. Reviewing outcomes of strategies.

6. Create a table: Headings - Stakeholders / Results of Effective Strategic Planning 7. Awakening-Teacher Librarians Planning for Change Connected to all stakeholders, the teacher librarian is uniquely positioned to lead dialogue to:  Identify existing information and digital literacy teaching practices and understandings.  Create a school vision and translate this into achievable goals.
 * School** – sustainability of process and strategically opportunistic (Davies, 2003)
 * Teachers** – teach creative, critical thinking and lifelong learning skills using the tools of technology
 * Students** – deeper learning and sustained performance through digital and information literacies (Davies and Davies, 2005).

8. Implementation-Teacher Librarians Responding to Needs Professional expertise empowers the teacher librarian to:  Develop flexible long term organisational strategies and timelines for collaborative planning and teaching.  Foster the implementation of information and digital literacy curriculum perspectives and critical thinking.

9. Ongoing Support-Teacher Librarians Sustaining Commitment Teacher librarians as visionary, proactive leaders maintain impetuous for change by:  Providing ongoing professional development.  Working collegially and communicating effectively (Balnaves, 1996) with stakeholders to illustrate the benefits of student information and digital literacy acquisition.

10. Review-Teacher Librarians Evaluating the Strategic Plan The capacity to absorb and adapt the flow of knowledge (Davies and Davies, 2005) allows the teacher librarian to review success by:  Communicating with stakeholders.  Re-shaping strategy as required.  Entering a new cycle of planning.

11. Teacher Librarians Unique Position in Literacies The teacher librarian's deep understanding of the whole school curriculum enables recommendations to staff. They provide guidance and resourcing in information and digital literacies to implement the whole school curriculum effectively (Wizenreid, 2010).

12. Importance of the Teacher Librarian in Planning for Literacy  They awaken, envision and re-architecture the planning and change process; implementing information and digital literacies across the curriculum.  They are easily accessible and knowledgeable to ‘lead from the middle’ (Winzenreid, 2010).

NEW 12.

Teacher Librarian - Attributes and Behaviours for Effective Strategic Planning

C- Inclusive? || Incorporates all stakeholders ||
 * Attributes || Behaviours ||
 * Organised
 * Cooperative || Works Collaboratively ||
 * Motivational || Stimulates conversation ||
 * Innovative || Considers new perspectives ||

Comments Section for slide 12

s- I am very happy with having this page as just a title and table - lock it in Eddie c - great, we have enough words, could we add " Adaptive - invites change" "Proactive - seeks solutions" " Hey Carolyn, the A and B were not necessarily chosen to "match" perhaps to avoid that confusion we can weperate the two colums. Thoughts everyone? C - Oh gotcha - sorry! Time for bed! (B) I like the table. I like the two new suggestions by Carolyn, but unsure about the inclusive tag. Maybe already said in Incorporates all stake holders? L- I like your adaptive and proactive idea Carolyn. Could we put something in about their knowledge and expertise?

S - below is Carolyns revised table - looks good - perhaps discuss it tonight on Skype.

My only comment is that visionary but realistic is I feel an attribute not a behaviour and we have also lost organised. Brooke, this was your baby what are your thoughts.


 * ATTRIBUTES ||  BEHAVIOURS  ||
 * Proactive ||  Embraces the information environment shift  ||
 * Motivational ||  Stimulates conversation  ||
 * Cooperative ||  Visionary, but realistic  ||
 * Innovative ||  Incorporates all stakeholders  ||
 * Adaptive ||  Works collaboratively  ||
 * Opportunistic ||  Considers new perspectives  ||
 * Reflective ||  Looks for solutions  ||

L - Perhaps these should match Proactive - Embraces the information environment shift Motivational - Stimulates conversation Co-operative - Works collaboratively Organised - Incorporates all stakeholders Innovative - Considers new perspectives Reflective - Looks for solutions Adaptive - Adopts flexibility in leadership Opportunistic - Uses expertise to facilitate change

NEW 13.

Teacher Librarian - Unique Position for Planning

Teacher librarians are knowledgeable and easily accessible to ‘lead from the middle’ (Winzenreid, 2010).

Teacher librarians are effective digital and information literacy practitioners and therefore are uniquely positioned to stragegicly plan for the implemention of these skills accross the whole school (Herring, 2011, Wizenreid, 2010).

Comments Section for Slide 13

s - I like these two strong sentances that really succintly bring together all of Brookes fab ideas - and it fits in the word count! - lock it in eddie!!!! (B) Loving this slide - it's bot succinct and pertinent L- Love this one. Agree with Brooke's and Sal's comments.

New 14. POWER SLIDE

Recognising the Teacher Librarian as an asset is

G- VITAL

C- VALUABLE

Utilising their capabilities to ...

G-deliver the school’s goals ...

C- facilitate the creation of information and digitally literate lifelong learners for the 21st century is ESSENTIAL. G- I like the preceeding statement and don't mind replacing 'vital' but i think 'valuable' lacks the impact we are after. I can't make this writing any smaller!

Comments for slide 14

s - these were garry's slogans. I love the concept of them can we tighten/professionalise the words such as "utilising the teacher librarians capabilities to deliver high quality digital and infomration literacies accross the whole school is essential to/for the 21C curriculum.

(B) I like the original slogan suggestion? L- I like a combination of C and G - Recognising the teacher librarian as an asset is VITAL. Utilising their capabilities to **cultivate** information and digitally literate lifelong learners is ESSENTIAL.

Using their capabilities to cultivate information and digital literacy skills accorss the curriculum for life long learning is ESSENTIAL.
G- I think that should kick a goal. Thanks everyone for your efforts.

L- Sal I like your combination.

s - we need to remember that this needs to link us back to our original objectives.