The document discusses the changing role of school libraries and librarians in the 21st century. It emphasizes that libraries should move from being just repositories of resources to active spaces that support teaching and learning. Librarians need to collaborate closely with teachers to help students develop skills for lifelong learning and to find, evaluate, and use information effectively in this digital age. The challenges will be to fully adopt Web 2.0 technologies and flatten the walls of the library to make it a true learning environment.

1. Flattening the walls of the school library Qatar Academy Primary School, August 2008

2. 21st century learner Kim Cofino E-Learning E-Learning4life Web 2.0 Integrating technology One laptop per child http://creativecommons.org/licenses/by-nc-sa/2.0/

3. 21 st Century Learning implications for teachers and librarians

4. The World is Flat Thomas Friedman Development of globalization

5. Term Globalization 1.0 Historical Context 1492– 1800 Description Columbus and the age of exploration Society Strength depended on muscle, brawn – wind power, later steam power Level of Collaboration Countries collaborating Implication for education Non formal education – tutors, aristocracy, self taught.

6. Term Globalization 2.0 Historical Context 1800-2000 Description Industrial age/Modern age Society Strength depended on transport, communication, mass production Level of Collaboration Companies collaborating Implication for education Factory model of education – standardized testing/ one size fits all/ Facts are indisputable, knowledge is truth. Education extends through school, and possibly college or university. Classrooms have rows of desks – teacher is at the front – chalk and talk.

7. Term Globalization 3.0 Historical Context 21st century Description Postmodern age/ information age/ Knowledge economy Society Strength depends on the individual – focus is on individuals collaborating and competing globally Level of Collaboration Individuals collaborating Implication for education Knowledge is no longer simply imparted from teacher to pupil; the learner is actively engaged in constructing his or her own learning. Success is measured in terms of outcomes statements rather than formulated as goals. The focus is less on the digestion of facts and more on ‘learning how to learn’. Education implies life-long learning. (Lonsdale & McCurry, 2004)

8. What is meant by 21st century learning? How does it differ from 20th century learning? What does it mean for our students at QA, and for us as faculty? What skills and abilities do we plan that our students will be equipped with at the end of Grade 5? How are we going to ensure that they have these?

9. Standards for the 21st century learner ties in closely with the IB ideals – they pre-suppose an inquiry based programme, transdisciplinary in nature, as is the PYP programme.

12. Techno savvy or just techno oriented? How do the Net Generation search for information? Barbara Combes Familiarity with technology and the internet does not necessarily imply expertise. Technology for the net generation is often more about connection, communication and entertainment than study Do our students have the skills to find information, to evaluate it, to store it for later use, or to organize it?

13. This is at the heart of 21st century learning, and is an area in which librarians and teachers can work together. The challenge for the primary school

14. The role of a school librarian: the library’s contribution to teaching and learning in the school. James Herring (2008) Ross Todd (2003) uses the analogy of a drill:

15. You buy a drill because you want a hole. We have libraries, not in order to have a library, or a collection of resources, but in order to improve students learning and to support the teachers. School administrators, teachers and parents aren't interested in a good library because they want good libraries or good teacher-librarians. They're interested in libraries because they want students to read better, to research effectively, to discover new ideas, learn more, and to improve achievement. (Todd, 2003)

17. Supporting articles on the QA elearning wiki: AASL , Standards for the 21st century learner. Asselin, M & Doiron, R (2008) Towards a Transformative Pedagogy for School Libraries 2.0 a framework for the work of school libraries in new times based on research in new literacies, today’s learners, and emerging concepts of knowledge. Lonsdale, M., & McCurry, D. (2004), Literacy in the new millennium. National Centre for Vocational Education Research . Multiple literacies must be taken into account for the 21st century learner. McKenzie, J fno.org Todd, R (2003), School libraries – Making them a class act

18. Bibliography AASL , (2007) Standards for the 21st century learner. Asselin, M & Doiron, R (2008) Towards a Transformative Pedagogy for School Libraries 2.0, School Libraries Worldwide – Volume 14, Number 2, July 2008, retrieved August 8, 2008, from http://schoollibrariesworldwide-vol14no2.blogspot.com/ Combes, B (2008) Techno savvy or just techno oriented? How do the the Net Generation search for information? ASLA Online III Virtual Conference 2008 – Under construction: A world without walls Herring, J (2008), Expectations and reality: The role of the teacher librarian in the digital age, ASLA Online III Virtual Conference 2008 – Under construction: A world without walls Lonsdale, M., & McCurry, D. (2004), Literacy in the new millennium. National Centre for Vocational Education Research . http://www.ncver.edu.au/research/proj/nr2L02.pdf?%20PHPSESSID=88003e027abcca2d3f0c8937c08a6cca Todd, R (2003), School libraries – Making them a class act, School Library Conference, WA, retrieved August 12, 2008, from http://www.scils.rutgers.edu/~rtodd/WA%20School%20Libraries%20A%20Class%20Act.ppt