Strategy into Action

Creating a whole school approach to information and digital literacies

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.

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).

Strategic Operations

Working strategically involves setting direction and translating strategies into goals and action whilst aligning people and resources to achieve that strategy (Davies, 2003).

Strategic planning requires being receptive to new information and responding and adapting accordingly (Davies & Davies, 2005).

The Strategic Planning Cycle: Information and Digital Literacies

(Adapted from Davies, 2003)

1. Conceptualisation

2. People Interaction and Development

3. Articulation4. Implementation

5. Evaluation

The Cycle Explained1. Developing a new vision for information and

digital 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 .

Results of Effective Strategic Planning (Outcomes???)

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).

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.

Implementation-Teacher Librarians Responding to Needs

Professional knowledge and 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 curriculum perspectives and critical thinking.

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) with stakeholders to illustrate the benefits of student information and digital literacy acquisition.

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

Teacher Librarians Unique Position in Literacies

Having a deep understanding of curriculum they are able to make recommendations to staff.

They provide guidance and resourcing in information and digital literacies to implement the whole school curriculum effectively (Wizenreid, 2010).

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).

Teacher LibrarianStrategic Leader

Attributes

Organised

Cooperative

Motivational

Innovative

Behaviours

Works collaboratively

Stimulates conversation

Incorporates all stakeholders

Considers new perspectives

Recognising the TL as an asset is VITAL

Utilising their capabilities to deliver the school’s goals is ESSENTIAL.