Hay, L. (2010). What would a school library of the future look like? [Workshop]. Cairns Diocese Curriculum Conference Library Strand, Catholic Education Services, Cairns, Qld, 13 March.

1. What would a school
library of
the future
look like?
Lyn Hay Session 3 workshop
School of Information Studies Cairns Diocese Curriculum Conference
Charles Sturt University Library Strand
13 March 2010

3. “Imagine an activity
and we will make a
space for it”
High School TL
(Hay & Todd 2010a, 2A.5)

4. Photo: ‘Take a Detour’ May 17, 2009 http://www.flickr.com/photos/playfullibrarian/ / CC BY 2.0
http://www.flickr.com/photos/playfullibrarian/3538080693/

5. As a result of this re‐imagining
process, a set of principles
underpinning 21C school library
design emerged as an ‘instructional
zone’ within and beyond the school

6. fluid library design
 a facility which features fluid library design that allows for
the customisation and personalisation of learning
 where space is iterative, agile, transitional,
transformational, evolving, and shifting based on the
needs of individuals, small groups and a whole class
 a place where students and teachers have the ability to
create and ‘own’ their own individual and collaborative
learning space(s)
 “The way space is utilised very much determines what
will be achievable in terms of student learning” (2A.13)
 this flexibility of design and use will assist in ‘future
proofing’ the facility
(Hay & Todd 2010b)

7. Photo: ‘Project in the library’, February 2, 2009.
Permission by PegBecks http://www.flickr.com/photos/8509162@N05/3245404595/

8. blended learning environment
 a blended learning environment which harnesses the
potential of physical learning spaces and digital learning
spaces to best meet the needs of students, teachers and
parents, both in school, at home or by mobile
connectivity
 collaborations between students, teachers, teacher
librarians, specialist teachers, are transformed beyond
the confines of the school precinct and the traditional
‘hours of operation’
 while physical accessibility to space may be limited, such
an environment can provide intellectual access 24/7 to
foster intellectual agency
(Hay & Todd 2010b)

9. We’ve learnt about
how the author
can use different words
to make the
story interesting …
how the illustrator
has used colour and
put expressions
on the animals’ faces
to help us while
reading. (Yr 2 )
We love using the
[IWB] because it
makes it easier for us
to read the emails
together . (Yr 2)
NSWDET Possum magic book
rap mail list, (2007)
Photo: ‘question quilt 1’,
September 15, 2008, by
purple.glasses
http://www.flickr.com/photos/purpl
eglasses/2857426437/

10. Building capacity for
critical engagement
 a learning centre whose primary focus is an emphasis on
thinking creatively, critically and reflectively with
information in the process of building knowledge and
understanding
 it centres on asking meaningful questions that lead to
substantive engagement with and inquiry into real world
problems; evaluating the quality of ideas in information
sources; constructing and refining own ideas; examining
claims and evidence, arguments, points of view and
perspectives; interpreting and synthesising ideas and
representing them in appropriate ways using oral, written
and non-verbal communication skills, including multiple
media and technologies (Hay & Todd 2010b)

11. centre of learning innovation
 As a unique learning space, the school library is not just
a centre for information access and knowledge
production, but also as a centre of learning innovation
where teachers and teacher librarians are involved in
creatively designing learning experiences by way of
testing, trialling, and experimenting with information and
tools to bring about the best knowledge outcomes for
students
 The TL is a key person in leveraging emerging
technologies – trialling, taking risks, modelling and
mentoring teachers and students in the use of a range of
technologies to support effective information access and
knowledge creation.
(Hay & Todd 2010b)

12. 21C school
library design
as an
‘instructional
zone’ within and
beyond the
school

13. power of pedagogical fusion
 A learning environment where pedagogy underpins the
decision making behind a school’s information
architecture – where technology infrastructure and
support services, networked information services and
provision of access do not restrict innovative and flexible
use of space, resources or expertise
 A pedagogical (not technical) agenda leads technology
integration and use to support teaching and learning –
an information leadership approach
 The information services, technology and learning
support provided by a school library of the future will
transcend physical space and ‘fuse’ not only classrooms,
but homes and mobile learners
(Hay & Todd 2010b)

14. “Flexible access to
computers, printers,
internet and other
resources, including
teaching
expertise, before
school and at non
class times is valued
highly by students,
and they link their
academic success to
such support.”
(Hay 2006a)
Photo: ‘RFID loan station’, March 11, 2010.
Permission by heyjudegallery
http://www.flickr.com/photos/heyjude/4423931
008/

15. seamless search
interfaces
 a facility consisting of seamless search interfaces
 with federated searching embracing user tagging
(folksonomies) as well as standardised controlled
vocabularies to enable intuitive access and support
‘conversation’ with the user as an interactive tool for
inquiry and discovery
 “Libraries should provide the map and highway to
get to the destination - rather that provide all of the
destinations.” (2A.11).
(Hay & Todd 2010b)

16. “Loved this learning space. There are two or three elementary classes in the rounded
area of the library at the Hong Kong International School. Students are seated on tiers
together with their teachers, listening to an expert speaker teach them using a mobile
interactive white board. The rounded area is surrounded by computer desktops for
student use. ”
Photo: ‘Classes in the library learning space’, September 30, 2009 by annemirtschin
http://www.flickr.com/photos/annemirtschin/3968922684

17. balanced collections
 a facility which seeks a balance between print
and digital collections and which does not
privilege one format over another, consistent with
the multi-format nature of our information world
 at the same time, it is increasingly conscious of
the need to redesign and reshape physical
spaces to better support teachers and students
as digital researchers
 with shrinking hard copy collections, we need to
explore ways to best utilise these spaces for
collaborative digital production
(Hay & Todd 2010b)

18. values literary learning
 a centre that supports literary learning
where students:
 become immersed in imaginary worlds
 explore personal reading interests
 develop sustained voluntary reading
practices
 develops reading for meaning
 develops independence as critically-
capable readers
(Hay & Todd 2010b)

19. “Students enjoy
reading in this tent
which is suspended
from the ceiling and
weighed down by bags
filled with rice. The
tent is moved to
different locations
within the library every
now and then to create
a dynamic and fresh
environment. ”
Photo: ‘Crofton Downs Primary
School: Reading Tent’, October
13, 2008, by KYD Adviser
http://www.flickr.com/photos/3
0198568@N02/2936592708/

20. “Imagine an activity
and we will make a
space for it”
High School TL
(Hay & Todd 2010a, 2A.5)

21. In building a
vision for
your school
library’s
future...
Photo: ‘Struble Elementary School
Snapshot PA’, November 2, 2009, by
SnapSh
http://www.flickr.com/photos/snapshot_p
a/4064951193/in/set-72157622711005474

22. “Don’t look back”
YouTube - Mick Jagger & Peter Tosh – ‘Don't look back’
http://www.youtube.com/watch?v=SOevVdiiBeU#t=2m52s

23. What will your 21C
school
library
look
like?
Lyn Hay Session 3 workshop
School of Information Studies
Charles Sturt University Cairns Diocese Curriculum Conference
Library Strand
13 March 2010

24. References
Hay, L., & Todd, R. (2010a). School libraries 21C: The conversation begins.
[Refereed]. Scan, 29(1), 30-42. Retrieved from
http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/
pdf/21cexsum.pdf
Hay, L., & Todd, R. (2010b). 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., & Foley, C. (2009). School libraries building capacity for student learning
in 21C. [Refereed]. Scan, 28(2), 17-26. Retrieved from
http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/
pdf/Schoollibraries21C.pdf
Hay, L. (2006a). School libraries as flexible and dynamic learning laboratories…
that’s what Aussie kids want. [Refereed]. Scan, 25(2), 18-27.
Hay, L. (2006b). Student learning through Australian school libraries. Part 2: What
students define and value as school library support. [Refereed]. Synergy, 4(2),
27-38. Retrieved from
http://www.slav.schools.net.au/synergy/vol4num2/hay_pt2.pdf