Tag Archives: transformational change

Seth Godin’s Stop Stealing Dreams manifesto

It is absolutely pouring with rain here in Canberra. We have had about 18mm in the past hour and for a summer’s day, it’s cold! But I don’t mind, today I downloaded Seth Godin’s Stop Stealing Dreams, and over a couple of glasses of red wine this evening I am going to devour every word of his 30,000 manifesto.


I’ve already read the first few sections and I am hooked! Section 5 really grabbed my attention:

and from what I have scanned his argument about traditional schooling being based on obedience and control captures what what we have been struggling with for the past 2 decades (at least), especially now we are living in a digitally driven, socially networked world… the ways we live and work are constantly changing, however many schools have not even shifted beyond first gear in terms of technology provision and networked access to online information and services. Not to mention a school curriculum based on critical and creative inquiry, collaborative learning, transliteracy, digital citizenship, personal learning environments, mobile learning, 3D virtual worlds as authentic learning environments, just to name a few.

Sections of Godin’s manifesto can easily be used to support professional learning activities. I can’t wait to see some of Seth’s ideas being discussed in tweet streams of edu hashtags such as #edchat and #tlchat in the near future!

I’d be interested to hear from others how Seth’s manifesto is being used to support professional learning in their school, district or PLN.

My iCentre presentation at SLAV’s Future School Library Scenarios conference

I presented the featured address at the School Library Association of Victoria‘s (SLAV) ‘Creating collaborative learning spaces: Future school library scenarios’ conference held at Victoria University of Technology on Friday in Melbourne.

The future of school libraries has been a hot topic these past couple of years in Australia as a result of the Building the Education Revolution (BER) fund, a range of online forums and conferences exploring the vision for 21st century school libraries, followed by the national Inquiry into Australian school libraries and teacher librarians (we hope to see the outcomes of this in early May when the report is tabled at Parliament).

These have all been significant ‘blips’ on the teacher librarianship profession’s radar, and it has resulted in much discussion at the local community, regional and education sector levels, as well as the Australian general public due to increased media exposure across radio and press outlets. Check out the Links section on this blog for examples of these.

This address explored some of the issues, concerns and potentials of school library futures in the past couple of years and examined how a TL’s own practice can contribute to building capacity for a sustainable future where school libraries become key learning centres of information, inquiry, innovation, immersion and instructional excellence. I introduced the concept of the iCentre and the ways schools can develop such a centre based on the principles of form, function and brand. This is based on the Commentary I wrote for ASLA’s journal Access.

I think the three principles of form, function and brand provide a useful framework for schools wishing to explore the convergence of facilities, resources, people, funding, policy, programs and services to develop an iCentre. TLs as information, technology and learning specialists can play a leadership role in building their school’s vision towards an iCentre approach.

I presented the iCentre model as one future school library scenario that could be considered by schools, and suggested that the form-function-brand framework can be useful in exploring what a school library might look like in the future.

Some useful references on future school library scenarios and the iCentre approach include:

Hay, L., & Todd, R. (2010). School libraries 21C: School library futures project. Report for New South Wales Department of Education & Training, Curriculum K–12 Directorate, School Libraries & Information Literacy Unit. Sydney:  Curriculum K–12 Directorate, NSWDET.

Hay, L. (2010). Chapter 9: Developing an information paradigm approach to build and support the home-school nexus. In M. Lee & G. Finger (Eds.), Developing a networked school community: A guide to realising the vision (pp. 143-158). Camberwell, Vic.: ACER Press.

Lee, M. & Hay, L. (in press). Teacher librarians and the networked school community: The opportunities. Connections, Issue No. 77, Term 2.

Hay, L., & Todd, R. (2010). School libraries 21C: The conversation begins. [Refereed]. Scan, 29(1), 30-42.

Hay, L. (2010). Shift happens. It’s time to rethink, rebuild and rebrand. [Commentary]. Access, 24(4), 5-10.

I’d really like to hear from any schools already planning for or implementing the iCentre approach. We need to start documenting some school experiences as case studies in 2011.

Distributive leadership & transformational change presentation

In mid-February I had the pleasure of presenting on my Flexible Learning Institute (FLI) Teaching Fellowship experience with 2 other FLI Teaching Fellows along with Charles Sturt University’s Director of FLI, Professor Mike Keppell and Dr Merilyn Childs (Deputy Director of FLI) at the DE Hub Education 2011 to 2021 International Summit in Sydney, NSW, Australia, 15th-18th February 2011. Here’s the slides for our symposium presentation, “Distributive leadership and transformative institutional change – blended and flexible learning and a Teaching Fellowship Scheme”:

A short video was also produced capturing some of the key points presented as part of the showcase:

Eight of the FLI Teaching Fellows are participating in Mike Keppell’s Transformative Learning: Teaching Fellow Perceptions of Redesigning Subjects/Courses using Blended Learning research project which is focusing on the transformative role of blended learning to improve teaching and learning in subjects and courses throughout Charles Sturt University. This has involved interviews at 6 monthly intervals where teaching fellows reflect on their role in  initiating transformative change using blended learning.

Many thanks to Mike, Merilyn, Richard Taffe and Lucy Webster, it was a great working with you 🙂  And many thanks to James Childs-Maidment of University Media for producing the video – nice work!