The Library of the Future

Stuttgart Library, via mymodernmet.com

Over the last few days I have been watching the Future Schools conference hashtag and wondering about education’s obsession with the imagined future and with constantly attempting to rebadge education to address it. Despite STEM and coding being clear national foci for Australia, yesterday Rob Stokes, NSW Education Minister, put a spanner in the works when he claimed that STEM has become a buzzword and a fad, arguing for a holistic multi-disciplinary approach to education where humanities, arts, philosophy and literature are valued equally to science, technology, engineering, and mathematics. There is plenty of money to be made by consultants and corporations, however, when ‘the future’ is marketised and everyone with five minutes in education is encouraged to be a -preneur who disrupts the status quo, reimagines education, and looks with disdain at traditional teaching methods or a focus on knowledge.

The notion of being on the cutting edge and hurtling towards ‘the future’ dovetails with my recent reading and thinking around the current review of our school library. We are reconsidering our library’s purpose, functions, roles, and resources. I am in the process of drafting a review of scholarly literature and current practice around libraries, which are very much caught up in fighting for relevancy through a simultaneous championing of the past and predicting the needs of the future.

‘Library’ is an idea that has been around since the ancient world. Cassidy (2017) points out that the Great Library of Alexandria, built around 300BC, wasn’t great just for its collection of books, but its “intellectual raison d’être: the insatiable pursuit, creation, and dissemination of knowledge as a force to drive civilisation” (p.3). He argues that the Great Library wasn’t about books or architecture, but about knowledge and access to information. The classical library served as an exemplar of the national public and a symbol of imagined community (Delica & Elbeshausen, 2017).

The library throughout time has had in many ways a constancy in its role and function, a commitment to sustaining and creating culture despite, and perhaps because of, social and global change (Wilkin, 2015). Lankes (2011, 2016) points out that the tools of the library change but that those things that remain constant are the why of libraries. They remain a core democratic institution that provides access to and preserves our scientific and cultural heritage (Palfrey, 2015). Over time, libraries have become increasingly localised and community-oriented (Delica & Elbeshausen, 2017).

My review of literature found that libraries are:

  • Neutral and democratising;
  • Participatory and connected locally and globally;
  • Centred around learning, literacy, research, and knowledge; and
  • Facilitators of interdisciplinarity.

The three key areas that have emerged from the literature, for consideration around our school library, are library as community centre, learning support, and digital hub, with those aspects outlined as follows.

interconnecting and intersecting library arenas

While studies reveal that reading books is important for thinking and success (e.g. Djkic, Oatley, & Moldoveanu, 2013, who suggest that reading fictional literature leads to better procedures of processing information generally, including those of creativity), the pressure is on for libraries to cull print resources in favour of electronic and technological ones. People are accessing resources anywhere, anytime, via apps, the cloud, and online repositories. Gesture sensing technology, voice recognition, artificial intelligence, machine learning, and self-publishing are changing the face of information and of libraries. The digitisation of content means that researchers can often access resources without entering the library, a change that I laughed about with my grandfather who did his PhD with paper copies of journals and a typewriter (and my grandmother, who did much of the typing).

School libraries have been called instructional media centres, media centres, information centres, information commons, iCentres, learning labs, learning commons, digital libraries, and cybraries (Farmer, 2017). These terms are in some ways faddish and transitory. ‘Library’, however, has a deep and long tradition associated with it, although the spaces and tools of libraries change over time. Librarians in schools have also had many names, such as teacher librarian, library teacher, library media specialist, library media teacher, cybrarian, information navigator, information specialist, information professional, informationist, and information scientist (Farmer, 2017; Lankes, 2011). Lankes (2011) argues that the terms ‘library’ and ‘librarian’ are entwined with the concept of knowledge and learning. I have said before that those claiming disruption should embrace interrogation of their ideas. Does ‘library’ need to be disrupted, in what ways, and why (or why not)?

Libraries around the world are reinventing themselves. Somerset Libraries call themselves a dynamic, evolving and integral part of the community that open up a world of opportunities for reading, understanding and discovery. Albert Kivits, Head of the Eindhoven public library in the Netherlands outlines the concept of the public library moving towards a House of Data, Information and Wisdom. Pilar Martinez, CEO of the Edmonton Public Library in Canada, calls modern libraries ‘porous’, referring to their multi-way information and the way that the community reaches into them, and they reach out into the community.

As well as print books, e-books, audio books, music, periodicals, and DVDs, many public libraries offer interactive areas, classes, courses, study groups, makerspaces, and technology such as 3D printers, Raspberry Pis, Micro:bits, and the capacity for photography, video-making, podcasting, and coding. Libraries provide ‘lab’ spaces for co-production, exploration, and making new knowledge (Palfrey, 2015). Chicago Public Libraries has the YOUmedia Centre in which teens engage in projects across a variety of core content areas including graphic design, photography, video, music, 2D/3D design, STEM and hands-on making. San Francisco Public Library has The Mix teen centre, which houses a collection of young adult books, a mini-amphitheatre, a state-of-the-art recording studio, a video production space, a bank of high-end computers to aid in the editing process, and a makerspace with leading fabrication technologies. The New Taipei City Library in Taiwan is a ten-story high rise in which each floor features a specialised function with separate zones dedicated to media, video viewing booths, and entertainment spaces. The University of Adelaide Libraries’ ‘Library of the Future’ report (Gregory et al., 2015) is well worth reading. These libraries are inclusive, vibrant, and high-tech, and focused on equity, capabilities like critical thinking, and the needs of the individuals within their communities.

Last year I wrote about my then-thinking about libraries. Even though current libraries look, feel, and sound different, I wonder if I am being old-fashioned and English-teachery by wanting our library to be called Library. Should I be persuaded to call it an Information Science Hub of Preneurism, or an Apptastic iLearning Maker-Thinker-Coder Space, or a House of Knowledge, Innovation, and Disruption? Is it outdated to cling to the concept of ‘library’ as a place of knowledge, access, thinking, equity, and ideas?

Palfrey (2015) challenges us that “dynamism must be the watchword for libraries in the digital age” (p.41). ‘Library’, I think can remain relevant to the user of the future, by keeping its core mission close, and thinking creatively about the tools, spaces, and resources to bring this to life for its community in a changing world.

*Disclaimer: Actual books were read in the preparation of this blog post.

References

Cassidy, K. (2017). This is what a librarian looks like: A celebration of libraries, communities, and access to information. New York: Black Dog & Leventhal Publishers.

Delica, K. N., & Elbeshausen, H. (2017). The social library in three contexts: Programmes and perspectives. Journal of Librarianship and Information Science, 49(3), 237-245.

Djkic, M., Oatley, K., & Moldoveanu, M. C. (2013). Opening the closed mind: The effect of exposure to literature on the need for closure. Creativity Research Journal, 25(2), 149-154.

Farmer, L. S. (2017). Managing the successful school library: Strategic planning and reflective practice. Chicago, Neal-Schuman.

Gregory, M. et al. (2015). Recommendations for a bold and agile University library: Library of the Future. University of Adelaide.

Lankes, R. D. (2011). The Atlas of New Librarianship. Cambridge, MA: MIT Press.

Lankes, R. D. (2016). The new librarianship field guide. Cambridge, MA: The MIT Press.

Palfrey, J. (2015). BiblioTECH: Why libraries matter more than ever in the age of Google. New York: Basic Books.

Wilkin, J. P. (2015). Meaning of the library today. In A. Crawford (Ed.) The meaning of the library: A cultural history, Princeton, NJ: Princeton University.

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Voice and action on International Women’s Day

mural in George Town, Penang

Today is International Women’s Day. It is a day that is about raising mindfulness and action around parity, equality and inclusivity. In some ways, the world is changing. In the last week, a man in Belgium has been fined for a sexist comment towards a police officer. In October last year, Jacinda Ardern was appointed as the prime minister of New Zealand at the age of 37, making her the world’s youngest female head of government. Her first day in office, however, she was quizzed about whether she had plans to have children, and has since been the subject of plenty of opinion about her pregnancy, including during a 60 Minutes interview that focused on her pregnancy and her appearance, rather than her politics. Many have noted that male politicians would not be subjected to similar attention.

There remains gender disparity in leadership. Women currently account for 27% of ASX 200 board positions, up from the woeful 8% in 2009. In Australia, only one in four IT graduates and fewer than one in ten engineering graduates are women. In the education sector in Australia there remains a discrepancy between the amount of women in teaching versus the number of those in school leadership. 80% of primary teachers are female but only 57.5% of primary principals are female. 58.4% of secondary teachers are female, yet only 41.7% of secondary principals are female. Australia’s National Excellence in School Leadership Initiative has named 2018 the ‘Year of Women in Leadership’. They argue in their white paper that there are insufficient leadership opportunities for women, inadequate support mechanisms, and a paucity of role models for female teacher and students who aspire to leadership. I have reflected before about masculine models of leadership, in which the (often white) male leader (usually in a suit) is normalised as an image of ‘leader’, and what this tells people who are female, Indigenous, black, brown, or LGBQTI.

In her 2017 book, Women & Power: A Manifesto, Mary Beard writes that “we have no template for what a powerful woman looks like, except that she looks rather like a man.” In advocating for a world in which power can exist in diverse ways, she adds:

“You cannot easily fit women into a structure that is already coded as male; you have to change the structure. That means thinking about power differently. It means decoupling it from public prestige. It means thinking collaboratively, about the power of followers not just of leaders. It means, above all, thinking about power as an attribute or even a verb (‘to power’), not as a possession.”

Social media has been the vehicle for much of the global solidarity and activism surrounding issues of discrimination and inequity, and a way that some use to try and think about power differently. It can be a democratised platform where everyone can speak, regardless of power or position.

There are those who use humour to shine a spotlight on the absurdity of how the world can see women. The spoof Twitter account @manwhohasitall, for example, tweets out advice such as:

“MY DREAM: That one day boys will become anything they want to be – male chairwomen, gentleman drivers, men writers or boys who code”; and

“I am interviewing a famous working dad who manages to juggle 3 kids and work outside the home for a magazine. What should I ask him?”

There are more serious movements on social media, too, such as the #MeToo and #TimesUp hashtags, which build on the work that activist Tarana Burke began as a grassroots movement in 2006 as a way to help young marginalised women feel safe to speak up about sexual assault, in order to support survivors. After Alyssa Milano’s 2017 tweet using the hashtag #MeToo, the hashtag was used more than 12 million times, helping to de-stigmatise speaking up about assault. TIME magazine named its person of 2017 as ‘The Silence Breakers’ of the Me Too movement. Then, early this year, a number of high-profile people from Hollywood founded the #TimesUp movement to build momentum from #MeToo by confronting discrimination, harassment and pay parity across industries. On a recent Q&A ‘MeToo Special’ on the ABC, however, the panel showed no understanding of the history of the MeToo movement, despite being directly asked by an audience member:

“The #MeToo movement was initially created in 2006 by social activist Tarana Burke as a means to promote empowerment for women of colour experiencing sexual harassment. How can we ensure that this campaign is inclusive of all forms of diversity going forward?”

Host Virginia Trioli responded with, “It started, of course, as you say, correctly, Janet, as a very privileged white conversation. But it doesn’t mean that it has to stay that way.” She and the expert panel showed no knowledge that this was originally a grassroots movement in a black community, not a ‘privileged white conversation’. On the one hand, these movements can be seen as powerful attempts to rally the world to address issues of inequity, and bring attention (and hopefully action) to issues of discrimination and inequity. On the other, I wonder what these movements say about power in our world when the words of Tarana Burke, a black woman activist working in her local Alabama neighbourhoods, only become legitimised and amplified when appropriated by those who have power and platform. Pleasingly, there are actions emerging from social campaigns. TimesUp members have set up a legal defense fund to help victims of sexual assault that has raised over $21 million. They are advocating for legislation that penalises companies that tolerate persistent harassment and that discourages the use of nondisclosure agreements to silence victims.

Meanwhile, I have been working on the Australian Flip the System book with my co-Editors Jon Andrews and Cam Paterson, and thinking on inclusivity. The book is an Australian take on the theme explored in Flip the System: Changing Education from the Ground Up (Evers & Kneyber, 2016) and Flip the System UK: A Teachers’ Manifesto (Rycroft-Smith & Dutaut, 2018). Flipping the system is about subverting power hierarchies in the education system, and elevating the voice, agency and influence of those often ignored or marginalised by the system. This involves sharing teacher perspectives and Indigenous perspectives, for instance, alongside the academic voices of scholars. What we have found, however, is that elevating the voices of those at the nadir of the system is full of challenges. Often there are vulnerabilities or ethical tensions that deter individuals and groups from sharing their stories. Like those voices who have brought prominent social campaigns to the fore, it is those who have the most power, stability and security that often feel most free to speak. Those who have the most to lose, or who are in the most precarious circumstances, can be wary about speaking up or speaking out. I wonder about how much career stage and level of influence make a difference to the extent to which it is possible to disrupt the status quo.

Tarana Burke said in an interview with The Guardian that “having privilege isn’t bad, but it’s how you use it, and you have to use it in the service of other people.” Those of us with a privilege and a platform to be heard can ask ourselves: Who gets to speak? What voices are heard and what voices are ignored, drowned out, or silenced? How might we resist power structures, rather than perpetuating them? Are we participating in slacktivism, self-aggrandisement and self-congratulation, or are we taking positive action?

To ‘Press for Progress’ in issues of discrimination, opportunity and diversity, we can be mindful of those things that are normalised in our world in terms of who gets to speak, where power resides, and (when the social media storm melts away) what is actually getting done.

Individualising staff performance development

doorway, Oia, 2008

This year at my school we are trialling a different approach to performance development and review processes. Historically, we have had a range of processes and each year staff have been assigned to the process they are ‘up for’ based on a chronological cycle. This has tended to mean that in the first year of employment at the school, staff go through a probation process. The next three years have involved a linear cycle of two years of coaching around teaching practice, followed by a year in which the staff member engages in reflection and performance review with their line manager around their role. And so on. Each year staff also have a reflection and goal-setting conversation with their line manager, which functions as an important check-in for the manager and a key feedback process for the staff member.

These processes aim to engender trust, build capacity, and provide support, while also facilitating a relationship between person and manager around performance, development, and needs. They are founded on a belief that our staff are capable professionals who have the capacity and the will to grow professionally; and an expectation that they will endeavour to improve, no matter how good they already are. Data, research, coaching, collaboration, mentoring, and self-reflection are all tools embedded into these processes.

Yet, despite the best intentions of these processes, and their basis in research, some staff have felt that the school-based development processes have not met their needs, or have not been meaningful. It has had me wondering:

How might school-based performance development be differentiated to meet the needs, aspirations and career stages of staff?

So this year we are trialling a non-linear, more individualised approach to our performance development. Teachers, for instance, will negotiate with their manager a choice from a number of options. Options for teaching staff include:

  • Coaching around practice with a teacher trained as a Cognitive Coach; involves using low-inference data for reflection and capacity building within a confidential and trusting space; leaders can opt to be coached by a peer or other leader
  • Working with an expert teacher who acts as a kind of classroom consultant; might include team teaching and mentoring with specific advice around classroom practice.
  • A reflection and feedback process with their line manager (which needs to happen every 3-4 years)
  • An internally-designed leadership development program for aspirant or early career leaders; includes leadership profiles, school leaders running sessions
  • A professional learning group, bringing staff together from across the school to engage in scholarly literature, reflection, and shared practice.
    • Teaching best practice
    • Pedagogies of learning spaces
    • ICT for teaching and learning
    • Post-graduate study

All staff will continue to complete their yearly reflection and goal setting conversation with their line manager. In order to support this work, all our school leaders, many of whom have previously completed the Cognitive Coaching Foundation course, are undertaking GROWTH Coaching training. This training will help them to guide and enhance the goal setting of the people they manage, and it supports our organisational belief (based in research and knowledge of our own context) that coaching is a powerful vehicle for building individual, collaborative and organisational capacity. We will also continue to provide additional leadership support and development.

The above options do not cover everything that educators do to develop themselves and others. All managers regularly check-in on the performance of their staff; they do not wait until the rigorous formal process rolls around. We have staff who mentor pre-service teachers, contribute to professional associations, present at conferences, write textbooks, or complete post-graduate study. The above school-based options do, however, provide a more flexible suite of alternatives that honour where our staff are at in their career journeys. As always, we will ask for honest feedback from staff as we seek to find ways to serve our students, staff, and the shared purpose of the organisation.

METAMORPHOSIS and emerging from the chrysalis: #oneword2018

taxidermy butterfly left to me by my scientist grandfather

It’s that time of year when we’re recovering from the holiday season and gearing up, or regenerating, for the new year. It’s a time, often, of reflecting on the year that’s been and planning for the year ahead. For the last few years I have used a ‘oneword’ to clarify my intent for my year. While I sometimes forget the oneword intentionality I have set, especially when life is at its busiest or most pear-shaped, mostly I find that choosing a single word allows me to bring a mindfulness to my year that is based on an essential focus to which it is easy to return across a year.

In 2015 it was CONQUER, as I worked at a ruthless pace to submit my PhD in between parenting my two young children and working 0.8 at my school.

In 2016 it was MOMENTUM, as I tried to capitalise on my PhD through lots of presenting (including at AERA) and writing from my thesis, still in the spaces between life and work.

In 2017 it was NOURISH, as I worked to clarify my work and life by focusing on that which nourished me.

On 2017 …

In 2017 my oneword embodied itself in multiple aspects of my life. As my youngest child entered full-time school, I returned to full-time work that has been nourishing in its focus. That is, I’ve been grateful to spend my time in areas of passion and purpose: teacher professional learning, building a research culture, focusing on staff development, and leading the Library, as well as teaching English.

In 2017 I have said ‘yes’ to projects because they are nourishing experiences for me, or because I have been burning to say something. My formal 2017 publications, for example, have been:

I have also joined the Board at my children’s school, and become a member of Evidence for Learning’s Research Use and Evaluation Committee. These commitments are about contribution, giving back, and making a difference; through them I receive the nourishment that comes from doing something worthwhile.

In 2017 I have spent nourishing time with my family, including a couple of lovely holidays. I have been seeing a new personal trainer whose strength and conditioning sessions have meant that my regular three-day-long headaches seem to have disappeared. Working with him has meant looking after my body, paying more attention to it, and getting stronger.

To 2018 …

2018 is around the corner and I’ve been considering what might be my fundamental intention for a year that already feels like an ending before it has begun. The end of 2018 will mark 10 years since I returned to Australia from the UK. That decade is a time in which I have had my two children, from pregnancy to babies to primary school students. It’s the decade in which I completed my PhD. The end of 2018 will mark a full decade of working at my current school (well and truly my longest ever period of employment). And at the end of next year I will have a zero birthday. The years from 2009-2018 feel like a chrysalis from which I will emerge at the end of next year. (I’m no doubt influenced here by the book I’ve just finished: Stephen and Owen King’s 715-page novel Sleeping Beauties in which women around the world are falling asleep indefinitely and being cocooned in mysterious chrysalides.) This seems a perfect time for looking back and looking forward.

On Twitter it was a close race ….

For 2018 I have considered the word CREATE because I have some projects I’m keen to progress. I have considered STRENGTH because I would benefit from focusing on the strength of my body as well as the strength of my advocacy for others and perhaps for myself. But I am going to tackle a more complex and messy word this year: METAMORPHOSIS.

It’s not that I think 2018 will be filled with transformation. In fact, it’s more likely to be about consolidation and simplification (think Marie Kondo’s KonMari method applied to life, or perhaps Sarah Knight’s life-changing magic of … ahem … figuring out what not to worry about). METAMORPHOSIS isn’t just about change. It isn’t that I think I’ll grow proverbial wings in the space of a year. But it is about development and moving on to another stage. For me that stage is mid-teaching-career, post baby-having, post-PhD stage. It’s time to figure out what ‘mid’ and ‘post’ look like when they are my ‘now’.

METAMORPHOSIS is also about letting go. It is about shedding old skins, old bodies, old habits, old values, old dreams. It is about considering what I want to take into my next decade, and what I’m willing to leave behind. After a few packed but fragmented years, full of simultaneous, competing, overlapping commitments (teaching! school leadership! PhD! academic writing! presenting at conferences! pregnancies! parenting! moving house! all at the same time!), it’s about re-assessing how I am spending my time and considering where it might be that all my endeavour is leading me.

The questions I will ask in 2018 in order to be mindful of METAMORPHOSIS in 2018 are:

  • What might flight, freedom, joy, and purpose look like and feel like for me?
  • How might I imagine the next decade and what might I need to do to get there?
  • What do I want to focus on doing and what can I stop doing, or do less of, in order to fulfil that focus?

Flipping the flippin’ education system

I have been thrilled in the last couple of weeks to be part of the Flip the System publishing movement. Its inception was the original 2016 book, dreamed up and brought to fruition by Dutch teachers Jelmer Evers and René Kneyber: Flip the System: Changing education from the ground up. In it, a number of contributors discuss the purpose of education. They urge schools and teachers to resist complying with the decrees of policymakers or kowtowing to external accountability measures. Rather, they promote trusting the teaching profession to influence the education system from the bottom up and the inside out. You can see Jelmer speak in his TEDX talk about how he and René conceptualised subverting the system to promote teacher agency and collaboration.

Then, on 29 November 2017, a new book—Flip the System UK: A Teachers’ Manifesto, edited by Lucy Rycroft-Smith and Jean-Louis Dutaut—was published. This book applies the notion of flipping the system to a UK context, offering a suite of voices intended to elevate teacher professionalism and empower teachers to effect change from within the education system. In this UK volume is a chapter I have co-written with Australian teachers Jon Andrews and Cameron Paterson, entitled ‘Flipping the system: A perspective from Down Under’. Here, we offer a way of thinking about flipping the system from an Australian perspective. That Flip the System UK sold out its first print run in its first night of publication says something about the magnetism of this movement. Editor Lucy Rycroft-Smith has been tweeting some excellent threads about the book from her @honeypisquared Twitter account. These are wonderful précis of the book’s contents, especially for those of us who have yet to receive our print copies of the book.

What these contributions to the Flip the System books so far show, are the commonalities amongst the global community of teachers. The Netherlands, the UK, Australia, and other countries around the world, are all facing reform agendas driven, not by those in classrooms or schools, but by those appointed to governments or catapulted to guru status, or those who might profit from their own reform recommendations (“Look! Education is in crisis. <Insert oft-wheeled-out-reason-for-education-crisis>. Here, buy my silver bullet / snake oil.“).

It was thrilling to have my first book chapter published in the last couple of weeks (hoorah! with more chapters in the long publishing pipeline). Even more exciting was that Jon Andrews, Cameron Paterson and I also signed our own book contract for a Flip the System Australia book. In it, we, along with an arsenal of incredible authors, will situate the Australian context within the global milieu, standing on the shoulders of Evers, Kneyber, Rycroft-Smith, Dutaut, and the Flip the System contributors thus far. From an Austraian lens, we and our contributing authors will argue for the wisdom of practitioners and the agency of the teaching profession, and for allowing teachers to take the lead as a trusted and meaningful part of global education conversation, policy, and practice.

So, a book chapter, a book contract, and being part of a global movement to re-professionalise, re-empower, and re-claim teaching? I’m flipping excited!

The Australian Association of Research in Education conference: Reflections on #AARE2017

snapshots of my AARE 2017, in Canberra

AARE provides a crucible for communicating, and sometimes collaborating around or arguing about, current thinking around education and education research. For many it also provides permission to stop and be immersed in their research field in a more collective way; time and space for thinking individually and together, and opportunities for challenging conversation and building lists readings. I believe that it is an important conference to consider for those like me (school-leader-teacher-and-researchers), as I explain in my reflection on the conference last year.

This was my third AARE.

In 2015 I presented in what was then the Narrative Inquiry SIG (now the Qualitative Research Methodologies SIG). Last year, in 2016, I made a late decision to attend the conference due to my new role at my school, so was purely a passenger in terms of the content of the conference. This year I presented twice, once in the Educational Leadership SIG and once in the Teachers’ Work and Lives SIG. The titles of these presentations have been:

  • Using extended literary metaphor and characters as analytical and conceptual tools: Creating a layered storyworld while preserving participant anonymity;
  • The Cheshire Cat: Redefining the school leader through unexpected metaphor (in a symposium titled ‘Slaying the edu-hero: Metaphors for alternative ways of leading’); and
  • What shifts the identities and practices of teachers and school leaders: Expanding notions of professional learning.

These titles reveal something of the broad but interconnected nature of my scholarly interests thus far. I have, in my presentations and conference presence, been a ‘SIG swinger’, attending sessions from multiple Special Interest Groups rather than committing to one common thread throughout the conference. Sometimes it is attending a session from well outside of my own areas that sparks in me the kernel of a way to think about something differently. Those presentations within my area help me to better understand the field and consider the place of my own work in the context of others’. As someone working in a school, attending AARE helps to keep my understanding of what’s happening in Australian education research current.

The sessions I attended this year were rich. They revealed scholarship that was rigorous, but also showed researchers grappling with the complexities of their work, and with the education world in and with which we all exist.

My own presentations were opportunities to communicate and publicly explore my scholarly work, but also to be invited by others to re-see or re-think my work. Some comments and discussion during my symposium on educational leadership challenged my symposium group to think critically about the lenses we were exploring, adopting, and playing with, in order to consider whose voices or perspectives are being omitted or marginalised in the process. We were challenged to see more clearly our own embedded socio-cultural biases and assumptions, that show themselves even when we attempt to work against them. There was also some great discussion in the individual paper session I presented in, around professional learning, teacher voice, relational trust in schools, teacher time, and school resourcing.

My reflections have been that this third experience of the AARE was the best yet, for me. But since the conference ended yesterday, I have been trying to figure out why that is.

As it is my third conference, I recognise many scholars in the conference, and this spills over into conversations over breakfast, coffee, lunch, and dinner. So the conference program (as is so often the case) is only one layer of learning, thinking, and conversing; much of the discussion happens in the in-between conference spaces. It was these liminal conference spaces that were particularly rewarding for me this time around. Between my attendance at AARE and AERA over the last few years, my academic writing, my academic collaborations, and my blog, now when I connect with delegates at AARE, people are able to engage with me about my research, my thinking, and my writing. At this conference, delegates (including early career researchers school-leader-scholar-boundary-spanners like myself, and professors) engaged me, questioned me, encouraged me, and directly challenged me. This is not about fan clubs, echo chambers, or discourse communities. It is about being in a critical community, unafraid to be critical, to push back, to resist, to trouble, to reveal, to be uncomfortable with one another.

Incidental conversations and provocative paper presentations now bubble in my mind as I turn over possibilities for future work, and questions about my reading, writing, and myself as a scholar. The AARE conference can provide space for the time and permission to think and talk about scholarship and education in a community of national and international scholars from various institutions, career stages, and -ologies. It is also a site of scholarly being, knowing, and doing.

Building a school research culture

source: pixabay.com @ninocare

This year has been my first in a new role, the oddly titled ‘Dean of Research and Pedagogy’. I have a broad portfolio, including such things as pedagogy from PK-12 and overseeing the work of the Library, but two major aspects of the role are:

  • Building a professional learning culture of continual improvement, data generation and analysis. This includes overseeing the professional learning agenda and staff development, overseeing teacher action research projects, supporting our staff doing post-graduate study, leadership development, coaching teachers and leaders, and refining performance and growth processes.
  • Research innovation and support. This is about disseminating and building a body of research that promotes quality pedagogy and teacher improvement, executing evidence-based strategic initiatives, and working to develop a data analytics culture.

I sat down at the beginning of 2017 to map out how I was going to address these aspects of my role. What was the underlying strategy? What were the deliverables? Who were the key stakeholders? At the end of each year, how might I know I had been successful? What evidence of my own influence might I see if I was being successful in nudging the ever-nebulous school culture?

I wrote a two-year strategic plan (a working document that I revisit regularly) and put some measures for myself in place.

What follows is not my plan or those measures, but the kinds of things I have tried this year in my attempt at developing the research culture of the school.

  1. Harnessing internal and external expertise

As I explained in this recent blog post, staff development can include coaching, mentoring, consulting, courses, conferences and regular opportunities for goal setting and performance review. It includes collaborative learning experiences and those that occur over time. It includes harnessing both external and internal expertise.

This year a new initiative related to my role was called the Leadership Forum, a once-per-term cheese-and-wine event dreamt up and co-launched with the Director of Strategy. All of our school leaders, from Coaches and Year Co-ordinators to Heads of Faculty and the Executive, are invited each term to an early evening of cheese, wine, and connecting around leadership. This is an opportunity to connect the strategy of the school with the operational and relational work of our leaders.

The first Forum of the year was run by myself and the Director of Strategy, in which we took leaders through a process of reflecting upon research findings on effective school leadership, and then worked with them to set goals for themselves and their teams, aligned with the strategy of the organisation. For the second forum, we welcomed Professor Dylan Wiliam. For the third we ran a panel of three principals who spoke openly about their journeys of school leadership. And this final term, we welcomed Professor Pasi Sahlberg. This Forum provides one example of a way to engage teachers and leaders in current conversations around education, and with research and researchers.

Bringing experts into the school, and having them speak to our context, meant that their words and points connected more strongly with the people in the room. Also, staff enjoyed the collaborative experience of hearing them speak, together, so conversations have continued well after each presentation finished. Creating these kinds of crucibles of collaboration, and following up with books or articles that build upon the presentations, has been one way to nudge people’s thinking, especially when presenters are provocative or challenging.

  1. Research reports

I have published six of what I call the ‘Research Report’ to staff this year. The report is intended to provide all staff access to current thinking, research, and writing, around education. Across the year the report provides resources (from academic and theoretical, to popular and easily accessible) relevant to our specific school context, including to various sub-schools, faculties, and strategic priorities. The selected readings are a small selection rather than a comprehensive collection. Staff are encouraged to dip in and out according to their personal and professional interests.

I have been interested to note those people who have provided positive feedback about the report; many are non-teaching staff—from the Bursar to the administration staff—who have appreciated being able to immerse themselves in, or dip into, educational thinking, and have this shared in an accessible way. Making research accessible to all democratises the community and empowers everyone to have conversations around education. It has incited many corridor conversations, as well as more formal ones.

  1. Publishing on school platforms

Research is partly about communication and dissemination. In a school environment it is important that research can be made accessible for the community.

This year, on the school blog, I have written about things such as measuring success in education, professional conversations, and digital learning. In these posts I have referenced research in order to model how research can inform the thinking of educators and schools.

I was interviewed for the school podcast around the question, ‘What makes a great teacher?’, and I’ve written for and presented at other forums, in school and nationally.

Communicating in blogs, podcasts, and presentations, allows research to become alive and humanised.

  1. Keeping the staff professional reading library current

I am a card-carrying member of The Book Depository and have ordered plenty of resources for the professional reading library at school, in order to provide staff with the opportunity to engage with current research. At the end of each term, I promote a selection of books by emailing about them and placing them on a red trolley for the end-of-term staff morning tea in the Library.

I remind staff that professional reading can be counted as an informal professional learning activity under our Teacher Registration Board Professional Learning Activities Policy, so they can log it as part of their 20 professional learning hours per year for teacher registration.

  1. Keeping myself current

I could not do this role without keeping myself up to date with research. My adjunct position at a university helps to keep me current (as I have access to research literature behind the pay wall). It also allows me to do thorough literature reviews, such as those I have completed this year on digital learning and school libraries. I now have staff asking me to find current research literature for them to inform the work they are doing.

  1. Collaboration

It should go without saying that none of this happens without collaboration with a web of stakeholders. Relationships are key in this role. There’s no point me being in my office, reading away like the nerd I am, if no one is engaging with me or the work. Much of my day is spent in formal meetings or informal conversations.

One of the indicators of my success is when people seek me out, such as for individual coaching around career or professional development or a staff issue, to work with a team around a problem of practice, to generate data to gauge their impact, or to help with a Masters dissertation or PhD application.

One challenge to anyone in this kind of Research Lead role is the reality of the lives of teachers and school leaders. Educators are busy, pressed on from all angles, constantly rushing to their next class, to mark their next assignment, to jump through the next accountability hoop. Leisurely time and space to sit back and drink from the fire hose of current research literature is a fantasy. In addition, as this Deans for Impact blog post explains, teachers have deeply held sets of cultural and personal beliefs about learning and about how to best serve their students.

Engaging in research, and in discussions and explorations about research, can help teachers to interrogate those beliefs and bring together science, evidence, and systematic thinking with their praxis (wisdom of practice). We should value teachers’ lived experiences of lessons, relationships, students, and bringing content to life through pedagogy. We can also work to incrementally develop school cultures in which research becomes a part of ‘the way we do things around here’.