paddling the waters our journey to ako atea
DESCRIPTION
This is a copy of the presentation I gave at the LIANZA (Library and Information Association of New Zealand Aoteartoa) conference in Hamilton in October 2013. My presentation is called Paddling the Waters : our Journey to Ako Atea. It is about our new model of integrated learning and library support at Bay of Plenty Polytechnic. The presentation explains some of the drivers for the change, outlines some of our successes and challenges, and ends with my thoughts about the skills and leadership practices that seem to be suited to this model of service. The full paper can be found on the LIANZA website at http://www.lianza.org.nz/resources/conference-proceedings/2013/paddling-waters-our-journey-ako-%C4%81teaTRANSCRIPT
Paddling the Waters: Our Journey to Ako Ātea
Lee Rowe Bay of Plenty Polytechnic @leerowe
Ako Ātea – a tributary of Ako Awe
Ako: to learn, study, instruct, teach, advise
Awe: strength, power, influence
Ātea: clear, free from obstruction
Session Overview
• Drivers for change
• Explanation of model
• Successes & challenges
• Skills & Leadership
Easy paddle by Topshampatti on Flickr CC
Student Profile: Shane*
• 16 years of age
• Been in CYFs care since aged 10
• No family support
• Mental health issues
• Finds socialising tricky
• No car and homeless for a period of time, living on street
• No computer or internet access at home*Names have been changed
Student Profile: Mariana *
• 45 years of age with 5 children
• Been on DPB for a very long time
• Left school with no quals
• Very overwhelmed when she first started on the course
• Never had a home computer or internet access
*Names have been changed
Student Profile
Student Profile
Drivers for Change to Ako Awe
Educational
Political
Socio-Cultural
Educational
Changing pedagogies
IT support
Library and Learning Support services
Political
Educational Performance Indicators – EPIs:
Completion rates
Māori and Pacifika achievement
Progression to higher qualifications
Sharpens our focus on what’s important: student success
Socio-Cultural
Disadvantaged learners
Equity
Māori Learner Outcomes
Te Waka Hourua
Ako Awe
Manifestation of Te Waka Houruaprogramme and institutional values:
ManaakitangaWhanaungatangaKotahitanga
Ako Awhina and Ako Ātea
Ako Awe and its tributaries
Glacial flow by Vernspics on Flickr CC
Ako Ātea: reconfiguration of a traditional
library & learning centre
into a new learning
commons
From book repositories tocommunity hubs
Flexible spaces
Students determine
the learning &
social dynamic
Ako Ātea – Facilitators working with students in open space
Focus on whanaungatanga – supportive relationships.
Ako Ātea : a safe space
Ako Āteaa
relaxing space
Fostering conversation, sharing and connection
• No ‘library’ anymore…but
• Librarians more important than ever
Implications of Change
“ A librarian is a data hound, a sherpa, and a teacher. The librarian is the interface between reams of data and the untrained but motivated user” (Godin, 2011).
Welcoming and safe environmentTe Ao Māori
Ambiguity – risky, but can lead to innovation, e.g. Breakfast Club
Is it working?
• Student perceptions
• Staff perceptions
• Foot traffic higher, Māori learners a significant presence
Is it working?
2012 EPIs improved:
• 83% course completions cf .80% year before
• 73% retained in study cf. 58% year before
• 38% progressed to higher study cf. 24% year before
• 78% Maori course completions cf 75 % year before.
What about the students?.
Shane
and
Mariana
• Connections• Te Ao Māori• Question & Listen• Adaptability, flexibility• Passion, commitment, care• Love of learning• Social & connected
Skills for Paddling the Waters
Rope by Matti Mattila on Flickr CC
DeSkills for Navigating the Waka
Vision
Presence
Accept ambiguity
Support identities
Rope by Matti Mattila on Flickr CC
Constructive challenge
Show appreciation
Recruitment
Have fun
“Climate control, not command and control” (Robinson, 2013).
New Zealand River by Abaconda on Flickr CC
Ako Āteaacts as a connector
Kia ora
Questions?
Easy paddle by Topshampatti on Flickr CC
References (a full list of sources can be found in my conference paper on the LIANZA website: http://bit.ly/1caf0QM)
Abaconda. (2006). New Zealand river. [Image]. Retrieved from Flickr CC: http://www.flickr.com/photos/abaconda/5593240839/
Finch, M. (2013a, Sep 20). It's about passion, care, and commitment as much as expertise @catatonichic #parkeslib http://t.co/nKWvLxdrOk [Twitter post]. Retrieved from https://twitter.com/booksadventures/status/380861222238687232
Finch, M. (2013b, Sep 20). #ParkesLib Orgs need to hire people who are fun, energetic and want to be part of the conversation. @catatonichic[Twitter post]. Retrieved from https://twitter.com/booksadventures/status/380860852590497792
Godin, S. (2011). The future of the library. Retrieved from http://sethgodin.typepad.com/seths_blog/2011/05/the-future-of-the- library.html
Lilley, S. (2008). Information barriers and Māori secondary school students. Information Research, 13(4). Retrieved from http://informationr.net/ir/13-4/paper373.html
Mattila, M. (2012). Rope. [Image]. Retrieved from Flickr CC : http://bit.ly/1ftvckv
Topshampatti. (2006). Easy paddling. [Image]. Retrieved from Flickr CC: http://bit.ly/1ehGUM5
VernsPics. (2012). Glacial flow. [Image]. Retrieved from Flickr CC: http://www.flickr.com/photos/taspicsvns/8257519436/