Commentary, Volume 16 Issue 1, 2002

(Note: The views expressed in articles are those of the author concerned and do not necessarily represent the views of ASLA.)

The mind - your greatest, creative asset.

Karen Bonanno is the Executive Officer of the Australian School Library Association.

In information rich learning environments teacher librarians are potentially becoming knowledge navigators, seeking and searching for information and endeavouring to communicate and make meaning for our learners through our own learning journey. We may also be adopting the role of mentor, working in parallel with the role of knowledge navigator, guiding the learner into the world of knowledge and providing wise counsel to members of our learning community.

'Lifelong learning' and 'organisational learning' were buzzwords of the 1990's. During this time it was recognized that both individuals and organisations needed to engage in continuous learning in order to not only survive in an ever-changing environment, but to learn new skills and capabilities. Within the global scene of today we are experiencing the reality of a new generation of learners, a wider group of people who are willing to invest in developing new skills, upgrade their existing skill base and grapple with change in all aspects of life. Many are seeking meaning and developing human understanding of what it is to live in a knowledge-based world where knowledge capital is increasingly becoming a factor of production.

Cognitive intelligence complemented by emotional intelligence and spiritual (wisdom) intelligence begins to define the mindset of this new generation of learners who pursue "the human longing to find meaning and value in what we do and experience - to see our lives in a larger meaning-given context." (Lepani: 2001:15) The learning environments in which this can take place promote generative and sustainable learning. Being good stewards of information, developing community, and appreciating the power of interdependence will sustain human communities and enhance our relationships for productive partnerships. This culture "combines both hi touch (personalised elements) and hi tech (use of information technologies)" (Lepani: 2001:6) whereby the resources and skills are no longer contained within the school learning environment but can be accessed locally and globally to provide a rich variety of learning partnerships and experiences.

Architecture of learning

One of the tools of trade for the knowledge navigator is all things related to information and communication technology (ICT). One needs to think beyond the usual associated hardware and software of ICT and be broader in the application to now consider, in a knowledge-based world, such things, for example, as knowledge-building processes and group dynamics. This changes the way we learn, how we deliver learning services, how we organise relationships between learners, how we administer education. We live in a networked world whereby our capabilities can be reshaped as we access varying elements within the framework of a new architecture of learning, which is based on 8 core principles. The suggested architecture of learning by Ellyard and Lepani includes:

  • lifelong learning,
  • learner-driven learning,
  • just-in-time learning,
  • customised learning,
  • ransformative learning,
  • collaborative learning,
  • contextual learning, and
  • learning to learn.

(Ellyard:2001a:78-84 and Lepani:2001:2)

At any given moment in time we engage in one, or a combination of, frameworks of learning to help us through the information maze to make meaning for ourselves and those around us.

Preferred future

As teacher librarians continually embrace changing learning environments, contexts, and roles and relationships it is appropriate to reflect on thoughts shared at the ASLA XVII conference by Peter Ellyard. (Ellyard:2001b) In considering the 'preferred future' option, as presented by Ellyard, and the potential for knowledge leadership, the question we need to ask is 'What should teacher librarians be like in 2010?', not the question, 'What will be the future of teacher librarians?' Let's work with an empowering question rather than handing the control over to someone else, whoever that someone else may be. This presents other questions, such as, What do we value? or Where are we at? or Where do we want to be? or Is there a continuum? or How do we get there? Teacher librarians need the right 'know what' and 'know how' to prepare for a future.

It is imperative that teacher librarians don't throw out the baby with the bath water. Past experiences are just as important for a preferred future. Also, the process of becoming is usually more challenging and professionally rewarding than the end result. There are distinct phases evident in school library services; information management to information literacy and through to knowledge building / management.

"Organisations can determine their status on the KM continuum as they move from being data-rich, to being information enabled, through a stage of knowledge creating and ultimately to being knowledge-driven." (Hanson:2001:20) What I see happening in school libraries throughout Australia is a knowledge journey, at any one time a person is totally immersed in one of the phases and possibly dipping a toe into the next phase of the KM continuum, ultimately with a higher calling to facilitate the acquisition of knowledge through learning.

Within the profession of teacher librarianship I see this continuum as being vertical rather than horizontal, moving upwards and outwards in ever expanding spirals as we build knowledge and embrace the technology to assist us in our endeavours. Everything begins with a creative thought, which is generated by the learning environment within which we find ourselves as we address the learning opportunities of our community. We move through the phases of raw data to information to knowledge to wisdom. Lepani sums this up superbly - "Wisdom is inner awareness and dynamic mindfulness, the intelligence of the heart and mind, linked to appropriate action." (Lepani:2001:10)

Being recently appointed as the Executive Officer for ASLA I personally envisage that ASLA, as a learning organisation and professional group, will navigate through these phases on the KM continuum with an emphasis on knowledge building and management. Over the next few years systems, procedures and facilities will be put in place to assist the ASLA community of learners in their journey through the knowledge building process, and, through that journey, will engage in elements of the new architecture of learning as knowledge navigators.

"Knowledge is manageable only in so far as leaders develop a dynamic and systemic view of how knowledge lives in their organization." (Hanson:2001:20)

Information as thing

Many a teacher librarian has or is engaged in the initial labour intensive stages of information management, where we acquire, organize, manage and facilitate the retrieval of bits/bytes of information. Here we deal with tangible records of ideas and people's thinking in the form of books, newspapers, journals, multimedia and online resources.

Information as process

Through the information literacy programs offered by school library services teacher librarians enable the incorporation of new information into human knowledge, facilitating the engagement of learners in the construction of knowledge. The various learning processes and strategies utilised by our learners allows them to intellectually process, connect, interact with and utilise the information.

Teacher librarians have embraced the extension of literacy to include an ability to use ICT to find, analyse and produce information to create knowledge. This has required generative thinking skills and a move towards knowledge acquisition and wisdom intelligence.

As knowledge navigators Lepani indicates we will need to develop the following skills:

  • "The ability of use computer-based services to search and find relevant information/experiences in a range of contexts for goal-oriented or exploration learning tasks
  • The ability to retrieve this information using a range of media
  • The ability to decode this information in a variety of forms - written, statistical, graphic, perhaps even kinesthetic/simulation
  • Critical evaluation of information, including the use of systems thinking skills to explore the interconnectedness of different fields of knowledge in a context dependent manner
  • Use of computer-based services to analyse, synthesise, write, present, and communicate information to create knowledge, insight, foresight, and hopefully, wisdom
  • Use of information technologies to create/use networks of co-learners (locally/globally) in the pursuit of knowledge and information
  • An awareness that the map is not the territory, and an ability to progress up the hierarchy of knowledge towards wisdom.

(Lepani:1998:6)

Information as knowledge

Utilising existing and emerging technologies enables all learners to engage in actual experiential learning and enhances the 8 learning frameworks. ICT allows us to create and capture the human knowing as we see an extension of the hardware and software linking with the processes of the mind.

I believe each of us exist as a triune - superconscious, conscious and subconscious (spiritualists may rephrase and say - mind, body and spirit). At this present time I do not believe we have really tapped into the power of our mind. In various applied psychology fields it has been claimed that we only use 10% of our mind. Information as knowledge may be eternal!

KM process for ASLA

I will bravely put forward the following scenario of how an organization / professional association may venture down the pathway of knowledge building, with an undertone of eventually managing this feast of generated information. To do this I will happily play with the word INFORMATION.

1. Identify the road map

Just as you would prepare for a travelling holiday it is imperative to know where you are going and, as an extra bonus, what you want to become (preferred future) as a result of the experience. ASLA Council has commenced the process of defining its strategic plan for the future: developing a vision statement, broad outcomes and specific strategies, and the action plans to match. Built into the plan must be performance indicators and timeframes so ASLA is able to assess its progress towards an end and use this to provide relevant and crucial feedback. The business phrase, if you 'fail to plan you plan to fail' is as pertinent to a professional association such as ASLA as it is to any business operation. Hence the need for a national association to present an 'umbrella' plan with which member associations are able to interconnect. In a school environment it would be imperative to connect your school library strategic plan with the learning, teaching and curriculum, school management, and professional development and training.

2. Nurture the community of practice

This is challenging as one starts to deal with human politics and personalities across a diverse group of teacher librarians from each member association (approximately 2,500 members). There needs to be a sense of community of participation and engagement within a federated group. Yes, as a member of your professional association at the state or territory levels you are automatically members of the national body of ASLA. Yes, ASLA focuses on the membership factor and provides professional development and learning opportunities, national guidelines and representation through advocacy, research and productive partnerships, and resources and materials, and forums at the national level. Basically, we ALL need to be involved in this community of practice to seriously sustain, re-connect and re-generate the professionalism of teacher librarianship. For that matter, we need to 're-member' who we are and who we want to become. Yes, there has to be some give and take, some healthy respect for difference of opinions and views, good-grounded honour and trust. Tall order, you may say, but if you don't experience it within your mind (and even your heart, dare I say) you will never experience it within the reality of the moment. Feel it, think it (collective consciousness) and act on it.

3. Ferret out the information

What is that we wish to create and capture?

As Todd indicates, "knowledge is not easy to locate as it is embodied in people and the personal products they have created." (Todd:1999c:34) The OZTL list provides a good starting point. This list generates a feast of knowledge creation, sharing and application.

Recently I shared some thoughts about ASLA's role in knowledge building/management with some professional friends and colleagues. Our discussions highlighted the potential for ASLA to develop opportunities such as web forums, online conferences, case studies of best practice linked to the Learning for the future frameworks, and outcomes of research-based, evidence-based activities.

What do we already have? ASLA has 'shared learning' information in various formats and these could be made available via its existing website. Things that come to mind include journal articles from ACCESS, keynote addresses from ASLA conferences, and corporate knowledge in the format of minutes of meeting and ASLA Council reports and documents. Admittedly, not all of this would be publicly available, but I believe it needs to be captured to assist the ASLA community to make informed decisions about the preferred future of teacher librarianship.

ASLA needs to choose knowledge selectively and wisely, and link this to the objectives of the association. 'Where should ASLA be in 2010?'

4. Orchestrate the process

This is where I see knowledge leadership entering from stage left. To thrive, the culture of leadership should be based on mission-directed strategies and preferred future destinations.

The table below sums up Ellyard's differences between managers and leaders. (Ellyard: 2001: 48-49)

Managers

Leaders

React and respond to change and problems

Proactive and envisage, create and shape change

Doing the thing right (compliance)

Doing the right thing (ethically and socially responsible)

Concerned about fate

Concerned about destiny (aptitude, capabilities, passion and foresight)

Control

Facilitate

Work in the organization

Work on the organization

Believe technology shapes society

Believe society shapes technology

Plan for Prospective Futures

What will the future be like?

Plan for possible Futures

What should the future be like?

Todd's profile of an ideal 'knowledge manager' embraces the visionary who has an understanding of ICTs and how these might be utilized in the KM process, together with an understanding of developing the infrastructure (human and cultural), and being able to facilitate the sharing and renewal. (Todd:1999b:43)

In addition, Ellyard recognizes that the heart, as well as the intellect, are major components for leadership. The heart of leadership embodies the following six qualities:

  • Confident
  • Courageous
  • Committed
  • Considerate
  • Courteous
  • Compassionate

(Ellyard:2001:65)

Knowledge leadership within a professional association such as ASLA is a tall order for one person, hence I would suggest it could potentially engage the whole learning community whereby we draw on the expertise and skill of teacher librarianship.

5. Rollout the goods

KM has triggered the development of ICT tools designed to assist us in the creating, capturing, storing and retrieving of knowledge. Existing technology and/or infrastructure can be harnessed by ASLA to facilitate the knowledge building and management process.

For example, YahooGroups, EdNA web forums, MOO environments, ASLA website, database construction software. Not only will ASLA draw on the capabilities of selected personnel but it will require the development of productive and mutually beneficial partnerships with similar associations and organizations.

In addition, depending on the extent to which the knowledge is to be shared, user and access rights need to be determined.

6. Manage and maintain the landscape

Policy development, linked to the ASLA objectives, is the key that will provide the broad principles of managing and maintaining the ASLA KM environment. The most sensible approach would be to start with a small scale initiative that is not going to stretch the resources but which can have an immediate presence in and impact on the ASLA learning community.

7. Action the thinking

Communicate, communicate, communicate and deliver. This needs to be a two-way process whereby ASLA focuses on what the teacher librarianship community needs for preferred future positioning, and listens and responds to the feedback. At times, the knowledge will be publicly available and, at other times, the knowledge will be accessible either on a fee-for-service basis, e.g. online conferences, or password protected, e.g. archived documentation.

Most importantly, the knowledge needs to be useable and able to be applied by the teacher librarianship community.

8. Train and develop the community of learners

As discussed previously, the ICT tools will provide vehicles for our learning journey. Also, the tools will determine how ASLA delivers and engages in the learning and may require some training and development of skills by the end user.

In many cases, 'just-in-time' learning appears to meet the need of teacher librarians whose challenge is to identify the ICT competencies required to enhance the delivery of services they offer within their school. There are many agendas and it requires a focused, purpose-driven person who can prioritise the learning needs, time, and the service-oriented activities of the library.

9. Integrate the concept for the higher good

I believe it is important to provide professional development opportunities for ASLA members and to examine and explore the links that can be made to the learning environments within which teacher librarians' work.

How does the knowledge building and management process that teacher librarians engage in as a professional development activity integrate with classroom activities? ASLA can facilitate the shared learning environment within which this can occur. Over the years I have worked with some dynamic and inspiring teacher librarians whose contribution to this learning will be most valuable.

In addition, I believe it is important to 'look beyond' what ASLA and its member associations can offer. That is, consider what other professional associations and training groups provide in the area of professional development.

10. Overhaul the plan

At this point I am beginning to go full circle and revisit 1 (Identify the road map), and how ASLA will review the process in line with its strategic plan. The map of the territory provides the basis for feedback and re-thinking 'where to from here?'

My way of thinking is there is never failure, only feedback. It is imperative, as teacher librarians develop a 'collective consciousness' about the profession of teacher librarianship, ideas, issues and concerns are brought to the attention of your national association. Each member has representation and I am sure you are aware of who these people are via newsletters, journals and websites. Contact them, ask questions and be creative in your thinking.

11. Nourish the community

Our learning journey can be celebrated collectively and shared as we are constantly fed our mental nutrients and feast on the knowledge created. This is the 'collective consciousness' at work, the follow through of the feeling, creative thought, experience and action.

Take the time to also nourish yourself by determining your own road map, your own personal learning plan.

Conclusion

What part of your 'mindware' are you going to use to become a knowledge navigator and mentor within your learning community? This is a challenge for us all as two journeys potentially unfold - the knowledge building / management of ASLA and your personal professional journey.

Collectively we can define the 'preferred future' of teacher librarianship by utilizing the technology and generative thinking processes to create, capture, cultivate, disseminate and apply our knowledge assets.

"Wisdom is inner awareness and dynamic mindfulness, the intelligence of the heart and mind, linked to appropriate action" (Lepani:2001:10)

References

Ellyard, Peter (2001a). Ideas for the new millennium. Second edition. Carlton South, Victoria: Melbourne University Press.

Ellyard, Peter (2001b). Planning for thrival in a planetist future: the challenge for knowledge management and learning. [Online]. www.asla.org.au/Ellyard.pdf

Hanson, K. (2001). 'Surfing the subjective memory: granularity or innovation?' In Hay, L. and Henri, J. (eds). New millenniun, new horizons. Information services in schools 2001 online conference proceedings. Wagga Wagga, NSW: Centre for Studies in Teacher Librarianship, CSU, 19-24.

Lepani, Barbara (1998). The challenge of the digital age. [Online]. www.oten.edu.au/qltech/lte/pdf/challdoc.pdf

Lepani, Barbara (2001). Reconceptualising education. [Online]. 

Todd, R.J. 'Reading the future: Knowledge management 1. Background and key concepts', Scan 18(1), 1999a, pp 42-46.

Todd, R.J. 'Reading the future: Knowledge management 2. Processes and practices', Scan 18(2), 1999b, pp 39-43.

Todd, R.J. 'Reading the future: Knowledge management 3. Ideas, technologies, and resources', Scan 18(3), 1999c, pp 34-37.

Todd, R.J. 'Reading the future: Knowledge management 4. Towards a community of learning', Scan, 18(4), 1999d, pp 43-46.