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Strategy into Action

Strategy into Action

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Strategy into Action

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Presentation Transcript

  1. Strategy into Action Creating a whole school approach to digital and information literacies

  2. 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.

  3. New Learning Environments Learning preferences have changed dramatically due to instant electronic information sources. Critical thinking behaviours of information and digital literacy are essential for students to effectively find, understand, use and evaluate all information sources for learning.

  4. Operating Strategically Involves Setting direction (Davies, 2003) Translating strategy into goals and action (Davies, 2003) Aligning the school’s people and resources to achieving that strategy (Davies, 2003) Being receptive to new information and able to respond and adapt (Davies & Davies, 2005)

  5. Critical Elements of Strategic Planning for Information and Digital Literacies

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

  7. Results 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. Awakening-Teacher Librarians Planning for Change Being connected to all stakeholders, the TL is uniquely positioned to lead dialogue to; • Identify existing IL/DL teaching practices and understandings • Create a whole school vision • Translate the vision into whole school IL/DL goals

  9. Implementation-Teacher Librarians Responding to Needs Professional knowledge and expertise in strategic planning empowers the TL to; • Develop flexible long term organisational strategies and timelines for collaborative planning and teaching • Encourage and support the implementation of IL/DL perspectives across the curriculum

  10. Ongoing Support-Teacher Librarians Sustaining Commitment Teacher librarians as visionary, proactive leaders maintain the impetuous for change by; • Providing ongoing professional development • Working collegially and communicating effectively (Balnaves, 1996, p86) with all stakeholders to illustrate the benefits of successful student IL/DL acquisition

  11. Review-Teacher Librarians oversee the constant reassessment of planning strategies The capacity to absorb and adapt the flow of knowledge(Davies and Davies, 2005) allows the TL to review success by; • Communicating with stakeholders • Re-shaping strategy as required • Entering a new cycle of planning

  12. Strategic Leadership - TL's Behaviours and Attributes • Utilises exceptional organisational abilities to promote and implement change (Davies and Davies) • Experienced in working collaboratively with whole school community to create a shared vision   • Stimulates conversation and debate for change (Davies and Davies) • Avoids the pitfall of railroading the vision for change 'my way or the high way' approach (Davies and Davies)

  13. New Literacies and the Unique Position of the Teacher Librarian • Teacher Librarians have ‘deep understanding’ of the school curriculum and are able to ‘make recommendations to whole staff’ • Are able to provide guidance and resourcing in digital and information literacies as a means to implement the whole school curriculum effectively • (From Wizenreid, 2010)

  14. The Importance of the Role of the TL in Planning for Literacy (leader/whole school approach) • Is instrumental in awakening, envisioning and re-architecturing the planning and change process in implementing information and digital literacies across the whole school curriculum (Davies and Davies) • Is in an accessible and knowledgeable position to ‘lead from the middle’ (Wizenreid)