Course Details

Some of the presentations of the conference. Participants can expect to spend about one hour per day reading presentations. Participants and presenters will also spend time exchanging ideas in discussion forums and chatrooms.

Click here to download a PDF of course details.
(Portuguese Presentations)

Designing the Future Speaker Schedule

English Conference
October 23
October 24
David Loertscher
October 25
Arthur Winzenried
October 26
Maarten Olden
October 27
Dave Cormier
October 28
Kenn Fisher
October 29
Anne Robinson
October 30
October 31
Mal Lee
November 1
Rolf Erikson, Valerie Diggs, Markuson
November 2
Steve Baule
November 3
November 4
David DiGregorio
November 5
Rolf Erickson
November 6
Juliette Heppell
November 7
Linda Gibsons-Langford
November 8
Sy-Ying Lee Luisa Correia
November 9
Elizabeth Greef Fernando do Carmo
November 10
Kevin Hennah Maria Helena Barros
November 11
Daniel Churchill José Saro
November 12
Sally Todd & Sarah Pavey Carlos Pinheiro
November 13
Barb Braxton Ana Melo
November 14
Stephen Heppell Isabel Sousa
November 15
Valdemar Duus Closing



David Loertscher

Rethinking the School Library From the Ground Up

Historically, a library has been a place to collection and organize materials and to preserve them. Librarians have done this archiving and extended their services into the helpful reference person willing to teach an individual or a group how to retrieve the treasures in the mysteriously organized collection. Perhaps that view worked for centuries. But, that was before the Internet. No longer can we collect all the information our patrons demand into one central collection. Instead of being the central source of information, we find ourselves ignored and bypassed by any Googler on the planet. Middleman? Our patrons go straight to the source. Never mind that they may not  get the best. They get something and assume that because it is free, it is sufficient. In many nations, the idea of spending large sums of money on collections and hiring a professionally trained person to build a library program has just never gotten off the ground and is not likely to when patrons seem to successfully Google everything. Consider with me destroying the old model of school libraries and in the ashes would arise the phoenix of a learning commons - a collaborative physical and digital space that everyone owns, builds, shares, and thus uses to construct knowledge in ways far beyond what was possible in the pre-Internet world. It is a journey worth exploring and leading. Begin with me on the trek.

Biography: David V. Loertscher is Professor at San Jose State University and has degrees from the University of Utah, the University of Washington and a Ph.D. from Indiana University. He has been a school library media specialist in Nevada and Idaho at both the elementary and secondary school levels. He has taught at Purdue University, The University of Arkansas, The University of Oklahoma, and is presently a professor at the School of Library and Information Science at San José State University. He served as head of the editorial department at Libraries Unlimited for ten years and is President of Hi Willow Research & Publishing (distributed by LMC Source at He has been a president of the American Association of School Librarians.

Steven M Baule

How the future may change your school, your library program and potentially your life.

This presentation will look at the impending and potential changes forthcoming in education during the next decade. The impact of higher accountability, ever more powerful technological communication tools and the changing nature of the child and family will all be considered.  What will become of our books? Will the brick and mortar of the public school endure in its current form? Will students still get summer vacations to help their families on the farm? These and other questions will be addressed as we try to look into the murky future of 2020 schools.

Biography: Steven M.  Baule is superintendent of schools for Community Unit School District 201 in Westmont, IL. He has been in Westmont since 2005. Prior to coming to Westmont, Baule was a teacher, librarian and administrator. He holds a BA in history from Loras College and a master’s degree from the University of Iowa. He holds doctoral degrees from Northern Illinois University and Loyola University of Chicago. Baule also writes and consults on a variety of topics including the British Army in the American Revolution and educational facilities and technology planning.

Barbara Braxton

Landscape your Library

Landscape your Library is a slide presentation which

    • Explores the pedagogical reasons for developing an attractive environment in the library
    • Offers examples and ideas of how to do this on a very small budget
    • Suggests ideas for displays

It was first presented at the SLANZA national conference in 2006.

Biography: Barbara Braxton is an Australian teacher librarian who has a passion for providing a stimulating environment for students.  Her library , in a large primary school in Canberra, Australia’s national capital, was once described by author Jackie French as “the most inspirational I have ever seen.” From 2000-2004 she was the global co-ordinator for International School Library Day and in 2003 was awarded The Dromkeen Librarian’s Award.  She is the author of several books including the All You Need to Teach Information Literacy published by Macmillan Education in 2009. Although retired, Barbara maintains an active and passionate interest in the profession.

Dave Cormier

Open Educational Resources - A potential foundation for the future.

As more people turn towards opening their work to the world we are confronted with a remarkable challenge. We could change our approach to stewarding content, to encouraging learning and to teaching. We could look at this ever changing landscape of work that others have made and find new and interesting ways of working with these resources. We could decentralize the school and the teacher and connect learners directly with some of the content they are interested in. We could empower teachers to the point where they feel comfortable reusing and remixing these resources to promoted collaboration and life long learning in their students. We might also take these new resources and fit them in with existing objectives, use them to leverage our current curriculum and teaching plans. We could promote the centralization and standardization of these resources into national/provincial/state curricula. These are the decisions that stand before us... how to deal with the change from knowledge being scarce, to it being abundant.

If OERs have the potential of being the dictionary of our era. If it will be the common language, the new knowledge base upon which we work, what effect will this have on the traditional stewards of that
knowledge. Wither the librarians? What literacies will be necessary and what are the potential effects of the decisions that we make about how we deal with the new knowledge. This presentation will be a
facilitated conversation around the continuum between openness and standardization, between collaborative learning and content focused study in the context of this amazing new OER landscape. What's that going to look like? Here is an example of a previous online presentation of this kind that I did on community learning. Come and join the fun but be ready to participate and the audience will be the most important part of this

Dave Cormier is a web projects lead at the University of Prince Edward Island, cofounder of Edtechtalk, and president of Edactive Technologies, a community learning consulting firm. He teaches academic courses in writing, emerging tech and culture. His major research interests include the placing open learning in a ‘postdigital’ context, the examination of planned and unplanned communities, rhizomes as a model for knowledge creation, and open-source multiuser virtual environments (MUVEs). He is also co-host of the AACE Global U - Social Media Seminar Series.

Dave can be found online at, and Check out the project to get a sense of his work in K-12.

A longer CV with more of his work is at:

Valerie Diggs, Carolyn Markuson, and Rolf Erikson

Transform Your School Library into a Learning Commons.

What does it take to transform a School Library into a Learning Commons? This transformation is not just facility design, but programmatic change and community buy-in. This presentation will define a Learning Commons, and will address changes in image and use of space that come with this new concept. The benefits of creating a Learning Commons will be discussed, including benefits to learners first and to the school community as a whole. Flexibility and creativity are key components of the Learning Commons, as students and staff work and create in the space. This session will also discuss the concept of empowerment: of both the leaner and the teacher. Creating a new facility or renovating an existing one is not the first step in the creation of a Learning Commons. Building a strong program and creating the space to embrace and grow the program is the frontrunner to the establishment of a vibrant Learning Commons.


Designing for Success: How to Plan School Library Facilities to Improve Learning, Teaching, and Student Engagement.

Far too many new school library facilities are being designed on a decades-old, obsolete model. This model needs to be discarded and replaced by a new model that reflects the needs of today’s teaching and learning environments. This presentation will explore new and creative ways to design exemplary school library facilities. We need our school libraries to provide spaces that help to bring about the success and fulfillment of the library’s academic mission, as well as social environments that are relevant, comfortable, and conducive to learning for today’s students—places that students want to be in and use. During the presentation we will use the Chelmsford Learning Commons as a case study and discuss design implications for that facility.


Biography: Valerie Diggs is the Department Head of School Libraries for the Chelmsford, Massachusetts Public Schools. She has most recently completed the transformation of the Chelmsford High School Library to a true Learning Commons space. This transformation took place programmatically over many years and physically over the past year. Diggs’ Learning Commons program and space was the feature article in the April 2009 publication of Teacher Librarian. She also teaches The Organization and Management of School Library Media Centers for the Simmons’ Graduate School of Information and Library Science. To further enhance her understanding of the world of schools and schooling in which she works, Diggs is also a Doctoral candidate at the University of Massachusetts, Lowell. She is also a member of the Massachusetts School Library Media Association’s Executive Board, serving as Standards Committee Chairperson.

Biography: Rolf Erikson is a school library facilities design consultant with BiblioTECH Consultants and co-author of “Designing a School Library Media Center for the Future.” He has thirty years experience as a school library media specialist at all levels K-12. Most recently, he was library director at Minuteman Regional High School in Lexington, Massachusetts. Previously, he was director of libraries at the Frankfurt International School in Oberursel, Germany. He has an M.S. in instructional technology from the University of Wisconsin-Stout and a B.A. in art from Concordia College, Moorhead, Minnesota. He has presented workshops on school library design for national, regional, and state professional library organizations, and has taught library facilities design at the graduate level.

Biography: Carolyn Markuson is a nationally recognized school library planning consultant and workshop presenter, and has been consulting for school libraries for thirty years. Currently she is working as Director of Libraries for the Wellesley, Massachusetts Public Schools. Previously she was supervisor of libraries and instructional materials for the public schools of Brookline, Massachusetts. Her professional experience includes work in several school and library environments. She has a doctorate from Boston University in curriculum and teaching with specialization in media and technology. In addition to facilities design, her consulting services include collection development, strategic planning, information technology applications, and designing information systems for twenty-first-century teaching and learning.

Mal Lee

Networked School Communities and the Demise of ‘School Libraries’.

This paper explores the evolution of schooling from the traditional paper-based mode to the digital mode, and more recently to the networked mode and the subsequent development of networked school communities. The signs are that school libraries as we know them, and as Lee indicated in 1996, have no real place in these schools. The paper builds upon the work done by Lee and Finger for the forthcoming ACER Press publication on Developing Networked School Communities – the next phase of schooling – flags the opportunities opened once schools begin to dismantle their walls, presents a vision of their possible form, and identifies the many and diverse educational, social, economic, organisational and political reasons for schools moving to a networked and collaborative mode. It then addresses the place of school libraries in a networked organisation, and argues that while as indicated in ’96 ‘school libraries’ should disappear it is essential these schools have a very strong and effective information services and management unit.


Biography: Mal Lee is an educational consultant and author specializing in the development of digital schools. Mal is a former director of schools, secondary college principal, technology company director and a member of the Mayer Committee that identified the Key Competencies for Australia’s schools.  A Fellow of the Australian Council for Educational Administration (FACEA) Mal has been closely associated with the use of digital technology in schooling, particularly by the school leadership for the last decade. A historian by training Mal has written extensively, particularly in the Practising Administrator, the Australian Educational Leaders and Access, Educational Technology Guide on school planning for the Information Age, Digital Schooling and the effective use of digital technology in schooling. Mal has released three previous publications with ACER Press.  In 2008 Mal and Professor Michael Gaffney edited and had published Leading a Digital School.  In 2009 he co-authored with Dr Arthur Winzenried The Use of Instructional Technology in Schools – Lessons to be Learned, and with Chris Betcher, The Interactive Whiteboard Revolution – Teaching with IWBs. Mal is currently working with Associate Professor Glenn Finger on another major publication for ACER Press that on Developing a Networked School Community for release in 2010. Mal provides not only a business, research and school administrator’s perspective, but also an extensive understanding of the structural, organisational and technological challenges facing school and education leaders as they seek to take advantage of the immense and ever merging educational and administrative opportunities made available by digital technology, in a networked world.

Anne Robinson

How to create a 21st century school library in an 1828 building: a case study

The presentation takes the form of a case study of the development of a new library from the planning stage to the end of the first phase – starting in September 2008 until October 2009. The school is an independent selective grammar, co-educational, with 350 students from age 10 to 18. The building where the library was to be developed was built in 1828, although the school is much older. The existing library was poorly resourced, under-used and lacking in modern facilities. The presenter was employed as the first professional librarian in the school with the remit of supporting the planning and taking the library into the future. The task was to plan a library, with facilities fit for the 21st century world, in a relatively small space in an historic setting. Alongside the planning of the physical space and resources, it would be necessary to assess the kinds of services that could be offered to the school and also put a range of management and administrative techniques in place – these will be discussed at relevant points in the presentation. As an experienced school librarian, the presenter realised that there were several steps involved in the planning and development of the service and set out from the beginning to document all of the stages on a library website. Students, staff, governors and parents were encouraged to contribute their ideas, as was the wider community, through a range of techniques, such as surveys and visits to a variety of libraries. The presentation will discuss how the opinions and ideas from the school and wider community were fed into the planning, the kinds of changes that were made in response and show what the resulting library looks like!

Biography: Anne M Robinson, MA, MA. Librarian, The Dixie Grammar School, Market Bosworth, Leicestershire. Anne Robinson writes as “The Librain” on Twitter and on her blog of the same name, aiming to assist school librarians by discussing research, thoughts and ideas about the future of school libraries, in the context of Web2.0 and other developments in technology. A school librarian for more years than she cares to remember, she loves working with students, developing reading for pleasure and supporting information literacy. She is also a keen user of developing technologies both for her own organisation and professional development and also to enhance teaching and learning in the library and around the school. In her previous post as Federation Learning and Information Resources Team Leader, Anne worked to manage the libraries in two schools and also developed her role in relation to the wider use of learning resources and the management of information across the federation.

In September 2008, she was appointed as the first professional Librarian at The Dixie Grammar School, to support the refurbishment and development of the library. The new library will have just opened at the beginning of this course!

Anne has written for the Times Educational Supplement, the School Library Association and the School Libraries Group magazine School Libraries in View (SLiV), has led training sessions around the country, spoken at conferences and was involved in filming two programmes for the Teachers’ TV channel. Her work has been assessed as outstanding by HMI and she has presented examples of best practice at OfSTED dissemination conferences.

Regular visits to libraries as a child encouraged her passion for reading and education. She says: “School librarianship is a fantastic career at the heart of learning. We should be working in this country to give every child access to high quality libraries and talented librarians!” Anne was awarded the School Library Association’s very first School Librarian of the Year Award in May 2005.

Arthur Winzenried

The Library in the School or The School in the Library?

The meaning of “Library” is not necessarily what it once was. What are some of the possibilities now facing schools and their libraries?

I would like to offer two scenarios to get you thinking about the future. The first I consider to be something of the Library in the School. The TL moves about all week going from classroom to classroom with a library trolley arrangement and team teaching with the classroom teachers.

The second is rather like a School in the Library. The library is located at the apex of all student and staff movement within the school. All the school walkways pass through the area. It is open in almost every direction and, at the insistence of the TL, is the best furnished place in the building. Leather bucket arm chairs complement tables and comfortable, flexible seating for work or reading. The library is lunchroom, conversation area, teacher meeting area, etc. Students use the library as their one point of informal contact with each other, with staff and with visitors.

These are possibly extreme situations but they do exist. Both offer much food for thought as to just what is Library and how worn out are some of the notions we often carry around? Where is the future taking us and what do these two rather interesting real life examples have to offer in terms of issues to be faced and old ideas to be reconsidered?

Biography: Dr. Arthur Winzenried  holds a BA (Hon) from Melbourne University, Victoria, a PhD (Arts) in history from Monash University, Victoria and a PhD (Applied Science) in Data Management and Information Science from Charles Sturt University, N.S.W.

Arthur is currently a Lecturer and Subject Co-ordinator at the School of Information Studies at Charles Sturt University, Wagga Wagga, Australia. Co-author of the recent The use of instructional technology in schools – lessons to be learned (2009) he is also a frequent national and international speaker in the field of educational technology. In 2009 he is leading a CSU research team in an investigation of the effect of interactive whiteboards on teaching dynamic in New South Wales government schools.

Kevin Hennah

Rethink, Reinvent, Rejuvenate
Challenging traditional thinking, Kevin Hennah’s presentation highlights how effective library design is a platform to maximise usage and loans. Fusing retail thinking with a thorough understanding of the operational needs of libraries, Kevin Hennah presents strategies to engage readers and in practical terms, shares some of his ideas on library layout, shelving, seating, technology, display and signage.

Biography: Kevin Hennah’s background includes 15 years experience working with dynamic retail brands such as The Body Shop, Virgin Mobile, OshKosh, Westfield, Kathmandu and Australia Post.  In 2002 he made the transition to work closely with libraries on strategies to maximise productivity of space and improve presentation and image. During this time he has visited over 500 libraries throughout Australia, New Zealand, Asia and Europe.
Kevin’s understanding of the operational requirements of libraries is coupled with practical advice that is sensitive to budget restrictions and challenges traditional thinking. He is the Author of The Victorian Public Libraries' Image Handbook and the featured author in 'Re-think, Ideas for Inspiring School Library Design'; released by The School Library Association of Victoria.

On a weekly basis Kevin works hands-on with library staff, sharing innovative ideas for makeovers at all budget levels. He has also had input into the design of dozens of new libraries nationally.
As an extension of his conference presentations, Kevin Hennah has developed a suite of library-specific workshops that explore innovations in library design, layout, furnishings, navigation and signage. Extremely well received, his workshops are toured nationally each year and have also been delivered in New Zealand and in SE Asia. His webiste is

Elizabeth Greef

Bringing a New Library into Being
This paper will reflect on some of the research into the design of learning spaces, particularly school libraries, for the 21st century as well as being a case study; research into this literature was undertaken in the process of developing a design brief for a new library at St Andrew’s Cathedral School.The new library was opened in April 2008. In reflecting on the future of libraries, Keith Curry Lance’s research, Ross Todd’s ideas of the library as a center of culture and interactive information experience, trends in library design, brain research design principles, standards documents, the thinking between significance and actuality of space and the competing agendas that affect the space were explored. 

The paper will present an effective process in which those with the most intimate knowledge of the demands on school libraries and their potential (ie library staff) can be included in the design process, using firstly a theoretical basis grounded in current thinking on library design and a practical approach using an outline of space requirements and then functional data sheets for each area in detail. A reflection on the design in terms of the functionality of the layout and the library’s effectiveness as a shared learning space, an intellectual commons for the school community, that addresses learning needs for the 21st century, will be given. 

Biography: Elizabeth Greef holds a  BA and MA (English Literature) from the University of Sydney and M.Appl.Sc. (Teacher Librarianship) from Charles Sturt University. She is the Head Librarian of St Andrew’s Cathedral School, a Kindergarten to Year 12 school in the centre of the Sydney CBD catering to over 1200 students and 170 staff as well as a small indigenous school, Gawura. St Andrew’s is also an international Baccalaureate school. She has spent many years working with students from pre-school to university. From 2001-2006 she served on the IASL Board as the Regional Director for Oceania and has presented at several conferences and written for professional journals. She is deeply interested in developing a reading culture in students, in collaborative nurture of information literacy, in library design and in the international development of effective school libraries. 

Maarten Olden

Designing for Children
In my presentation I will tell you about my experiences as a product designer and interior architect in making designs for children. I will show two projects I have designed in the last couple of years. The two case-studies show the importance of different aspects of making designs work. Such as routing and lay-out and how to solve the problem of school-boards that want ‘sturdy stuff’ that can not be demolished by youngsters… 

Biography: Maarten Olden has many years experience in the design industry as an industrial designer. His education is in Architectonic Design and Interactivity and design. He studied in Eindhoven and Den Haag. He has extensive design experience with architectural models and 2-D presentations and has also designed many houses.

Sally Todd and Sarah Pavey

Square Pegs, Round Holes and Jigsaws
“You cannot fit a square peg into a round hole”... or can you?

Our paper has been developed from our work on the recently published book “The Innovative School Librarian: Thinking Outside the Box” by Sharon Markless (ed) et al. (2009). In writing this book with Elizabeth Bentley, Sue Shaper and Carol Webb, we heightened our awareness of the necessity for the librarian to be adaptable, self-motivated and willing to support the wider school community. In particular, our research gave us an opportunity to reflect on practice in our own schools. One of the strengths of this process was the diversity of school environments experienced by the five authors.

In this paper Sally Todd and Sarah Pavey will focus on applying the philosophy of the book to their experience of working with teachers and pupils in Independent Schools to provide learning opportunities in the school library. We will explore some of the challenges experienced in Independent Schools for 13 – 18 year old pupils, following the UK curriculum.

We will identify and provide opportunity for discussion about the factors we believe can lead to a dichotomy between the aims of the librarian and those of the senior management team and teaching staff, with regard to independent learning and the learning environment. We will consider whether bridging this gap is more problematic in this particular educational sector. With the use of vignettes, in a similar style to our book, we will show how it may be possible to deal effectively with these issues through careful design and forward planning – the metaphorical jigsaw.

Sally Todd is Librarian and Archivist at St John’s School, Leatherhead, an Independent Day and Boarding School for boys aged 13-18 with girls in the Sixth Form.  As a Chartered Librarian, Sally worked for a number of years in Public and Government Libraries in London before taking a career break and developing a small craft business from home.  Returning to School Libraries in 1993, she decided retrain and update her skills by embarking on Masters Degree in Education in Information Skills for Teaching and Learning. She is a co-author of “The Innovative School Librarian: Thinking Outside the Box “ (Markless, S., et al. 2009)” together with the other members of LRARG (Learning Resources Action Research Group).

Sally maintains an active interest in all issues relating to School Librarianship and is inspired by the potential of web 2.0 technologies for teaching and learning.  She is a member of her school’s Academic Support Group and has contributed to the school policies on Plagiarism and Information Literacy. Sally is looking forward to the challenges ahead as her school embarks on a major building development programme and period of change as it moves towards full co-education, with the first intake of year nine girls in 2010. This will coincide with the opening of a large new classroom block, which will include the Art and Design Technology departments, classrooms and a new purpose built Library.

Following a degree in Biochemistry, Sarah gained an MSc in Information Studies from Loughborough University. Her first job was with Wellcome Laboratories as an Information Scientist before turning to pharmaceutical market research. She returned to libraries in the 1990s working for a firm of actuaries and then in 1994 her first appointment as a school librarian at Epsom & Ewell High School. A prestigious opportunity to develop a £1million project at Epsom College followed two years later. In 2007 she accepted an offer to run the UK office for a library management software company but the draw of schools proved too hard a pull. Box Hill School needed to create a library and appoint a librarian to fulfil the requirements of the International Baccalaureate and Sarah took this position in May 2008. She continues to do independent consultancy and training together with marketing/training for Access-It Software one day a week.

Sarah gained Membership of the Institute of Information Scientists in 1989. In 2007 Sarah was awarded Fellowship from CILIP. She has spoken at several conferences and has conducted many training courses on a variety of library based topics.  She is co-author of “The Innovative School Librarian” alongside other members of an Action Research Group.

Sarah plays traditional music and calls dances with several top ceilidh bands, including her own group The Flying Chaucers. Her appearances include the Folk Prom (Albert Hall 2008) and this year’s St Patrick’s Day festival in Trafalgar Square.

Linda Gibson-Langford

Giving Wings to Story
Storytelling is an old technology, a powerful technology and one that is accessible to listeners as they make connections to events and issues in their own lives. The C21 will not diminish our human desire for stories, nor our visceral and emotional response to them.  Storytelling thus continues to be a powerful strategy for learning and teaching.  But how can we as teachers keep this powerful strategy for learning alive?  How can we give wings to story in today’s highly social and electronically connected world?  This paper extends the idea of storytelling to consider the modes and texts for enhancing storytelling in C21 environments.  It will consider research on reading as well as the literature that supports the importance of story in our students’ lives.

Biography: Storytelling was one of the techniques Linda Gibson-Langford used to gather data for her PhD.  As her participants were invited to tell their stories, she found it to be a powerful technique in which to tap into their tacit knowledge.  Linda continues to work with stories as a rich strategy for learning and teaching. As a teacher librarian at The King’s School in Sydney, Australia, she recognises the potential of the environment she works in to engage young minds through the rich stories that surround her.  A former Science and History teacher, Linda has been an invited keynote speaker, both nationally and internationally, in the areas of information literacy, collaboration, learning communities and action research. She has published in peer-reviewed journals and has been a contributing author to several books.  Her experience as an editor extends to the national journal for the Australian School Library Association (ASLA), a series of texts to support the teaching of English, and her ongoing role as editor of her state association’s newsletter. 

Linda has continued her commitment to research as a coordinator of a research community and also as a member of an international action research team. 

Kenn Fisher

The 21stC: the Renaissance of the School Library

Kenn’s presentation will cover 21stC library planning and design in primary, middle and secondary schools.  As Web 2.0 enables virtual interactivity so, too, must we look at physical interactivity so that both can be mapped over each other.  Since the advent of the 21stC the Internet with wireless broadband access has seen access to our knowledge base expand rapidly whilst our face-to-face experiences remain locked largely in the long distant past, wedded to a 19thC classroom model.

If we truly want personalised, engaged and authentic learning for our students, we must create spaces to support these approaches.  We also need to better understand how students behave when given more responsibility for their learning.  To cite just one example, one of my research associates (an English teacher) when interviewed for a position with Rubida Research some years ago, commented that her class of Year 7 boys behaved completely differently when in the traditional classroom compared to when they visited the library as a group.  The latter experience in her opinion was much more rewarding for all concerned.

It is for this reason, amongst many others, that I believe school design should be modelled on library design.  In fact I have been involved in the past couple of years in deconstructing and distributing the traditional library across the campus, in a model which will be explained more fully in the presentation.  Yet there is no ‘one size fits all’ model, and three or four models will be explained using case studies supported by theoretical concepts.

Biography: Kenn is recognised as one of the leading educational planners practising internationally.  He is a consultant to the OECD where he held the post of Head of the Program on Educational Building (now the Centre for Effective Learning Environments) in Paris in 1997/8.  Kenn is Associate Professor Learning Environments at the University of Melbourne and is Director of Learning Futures for Rubida Research New Learning Environments and Woods Bagot Architects.  He has worked in the area of educational planning for over 30 years in all sectors – schools, further education colleges and universities – in Australia, New Zealand, Asia, the Middle East and Europe.  Kenn specialises in library planning and design and believes that schools could, and probably should, be designed as libraries.  Some recent works in schools by Kenn include:
- Expert educational planning advisor to the National College of School Leadership, UK, on the $40billion Building Schools for the Future and Primary Capital Programme
- Expert educational planning advisor to the Partnerships Victoria in Schools PPP 11 schools, Melbourne, including functional brief preparation and evaluation of bids. Click here.
- Produced the Victorian Department of Education & Training P-12 School Planning and Design Principles (now being used in the UK for the Building Schools of the Future programme. Click here.
- Executive editor of the Victorian Government’s DEECD Case studies and exemplars. Click here.
-  Masterplanning and concept planning of six primary, two secondary and one special school as a member of the ABNAMRO team for A$130m public, private partnership project (PPP) for the NSW Government. Click here. 

Daniel Churchill

E-learning: Key Concepts and Issues

Educational institutions around the world are reforming their pedagogical practices and embracing technology as a means of producing graduates who are well prepared to face the challenges of the modern world, developing contemporary-literate societies and advancing economies. E-learning in educational institutions is now widely seen as an imperative strategy in these reforms. International agencies are urging institutions from developed countries (such as member countries of the Organization for Economic Co-operation and Development) to pay more attention to the developing world, support access to education for all and facilitate bridging of the so-called digital divide in the service of eradicating poverty and promoting democracy and stability around the world. At the same time, institutions from developing countries now appear willing to take more responsibility for transforming their own education systems and are looking to the developed world for best practices and insights in relation to experiences with e-learning. Reflecting and drawing upon the presenter’s decade of experience in application of e-learning in education, this paper addresses some critical issues and outlines certain recommendations that may prove useful to policy-makers and teachers. Overall, the presenter will attempt to demystify key concepts and provide discussion of relevant issues.

Biography: Dr Daniel Churchill is an Assistant Professor in the Division of Information and Technology Studies at the Faculty of Education, The University of Hong Kong.  He specializes in the areas of educational technology, e-learning and multimedia design. His current research effort focuses on Web 2.0, mobile learning and learning objects design and application.  Dr. Churchill's website is at

Valdemar Duus

Web 2.0 - The Challenge for the School and the School Library

Digital technologies and new media are constitutive for changing the ways we
learn and interact, and we need multi-disciplinary approaches in order to
fully understand, address and impact on these changes.

We need to rethink tasks and objectives of the school library in the light
of web 2.0 services, the digital technologies and the new roles of teachers
and pupils. It is now founded on dialog that presupposes activity,
commitment and responsibility from both sides.
It is assumed that the change from teaching to learning both the teacher and
the pupil learn from each other and that mutual openness offers infinite
possibilities for creative activities in the classroom and in special
subjects room.

Creative activities are present at many fields of pedagogical activities and
the exploitation in the process of education is extremely valuable. The
school library plays in this development a crucial role. Not with the focus
on the pupils learning and knowledge, but how to enrich imagination and
innovation within the school culture. The future school library areas
concern methods, abilities and conditions favourable to the development of
innovative and creative attitudes involving creative imagination, thinking
emotions and willing of all members of a school.

It's a matter of promoting divergent thinking.

Biography: Teacher and school librarian.

Scientific assistant at University of Southern Denmark. Ad hoc connected to
DREAM. The scientific work of DREAM is to facilitate, coordinate and
communicate research on learning resources in Danish as these are designed
and appropriated in formal and informal learning contexts. DREAM's research
is carried out in close cooperation with Danish publishers, distributors and
software developers.

Former project leader at The Danish Foundation for Entrepreneurship,
Activities, and Culture. Project: The development of the so-called
"Entrepreneurial Pillar" which is a detailed catalogue on educational offers
available for the teaching staff in the educational sector.

Jan Jackowicz-Korczyński

e-CREATIVES project: for today and for the future

Introduction: World and education 2009

1. In all of history humans have never possessed such a powerful tool as the computer connected to the internet. How a person uses the powerful tool depends only him or her.

2. The major trend now is the Web 2.0 and social networks.

3. New technologies (internet, mobile and multimedia devices) are used by children and youth as easily as a tooth brush.

4. Adults (parents, teachers, librarians) are far behind young people in using these technologies.

5. New form of social dimension:
Research and our own observations (2004-2009) show that 85% of young people use these technologies for fun and socializing. They are building a new world in the digital era.
Information technology and communications are reinforcing and developing a less sophisticated information user; homo ludens and homo consumers.
It doesn't lead to empowering youth but to holding them back. This world is more frightening than the world of the Golding's book 'Lord of the Flies'.

Where are we going
1. The term information society is a compromise. What we should aim for is a knowledge and education society. Information society is about clicking search, copy, print. The knowledge society is a bit different. It's like clicking 'search', 'evaluate', 'understand' and then you have to create something new because understanding and creativity are the key to the future.

2. We need a new understanding of education. The student has to learn independently. The school, teacher and librarian have to help him with it. Independence and creativity are more important. When a student finishes school, the world will be different and he will have to learn new things. We have to prepare him for that

3. Here is the role of the school library. Class = work with a group of students. Library = multimedial center = a place of individual student activity and coordination of teams of creative youth. This is a brand new task for a school library.

4. Students in the school and the school library prepare for creative activity in addition to what they are learning at school and in the future. In the European Union, school library such projects of creativity in information and knowledge can be financed by the program Youth in Action. A trained volunteer of the EVS system can work at a library and help a librarian in youth projects.

5. The signposts for us include: Web 2.0, free software (GNU/GPL), Creatives Commons licensing, and the idea of open education, such as the Cape Town Open Education Declaration.

The "e-Creatives Project’’ - our efforts to move in this direction

I have been involved in a pilot study that started in 2000.

The project has not been completely accepted by:
1. adults (polititians, authorities, schools, teachers and so on) who embrace the the world as it was 10 years ago
2. most young people - they prefer fun and consumption

e-CREATIVES is about applying new technologies

Biography:Jan Jackowicz-Korczyński is a teacher, librarian, programmer and ITC youth project coordinator at High School No 6 in Gdansk, Poland.  He has extensive experience in academic and teaching libraries. He is currently developing a project with youth and children in Gdansk: the e-Creatives Project in the High School where he works. He works with several NGOs.  He has written several publications from his research about the impact of new technologies on young people. The findings were negative but alarming and he thus started the Project: eCREATIVES  = ICT Tools for individual development – more than fun and consumption.