Paddling the waters our journey to Ako Atea
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Transcript of Paddling the waters our journey to Ako Atea
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Paddling the Waters: Our Journey to Ako Ātea
Lee Rowe Bay of Plenty Polytechnic @leerowe
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Ako Ātea – a tributary of Ako Awe
Ako: to learn, study, instruct, teach, advise
Awe: strength, power, influence
Ātea: clear, free from obstruction
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Session Overview
• Drivers for change
• Explanation of model
• Successes & challenges
• Skills & Leadership
Easy paddle by Topshampatti on Flickr CC
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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
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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
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Student Profile
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Student Profile
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Drivers for Change to Ako Awe
Educational
Political
Socio-Cultural
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Educational
Changing pedagogies
IT support
Library and Learning Support services
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Political
Educational Performance Indicators – EPIs:
Completion rates
Māori and Pacifika achievement
Progression to higher qualifications
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Sharpens our focus on what’s important: student success
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Socio-Cultural
Disadvantaged learners
Equity
Māori Learner Outcomes
Te Waka Hourua
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Ako Awe
Manifestation of Te Waka Houruaprogramme and institutional values:
ManaakitangaWhanaungatangaKotahitanga
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Ako Awhina and Ako Ātea
Ako Awe and its tributaries
Glacial flow by Vernspics on Flickr CC
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Ako Ātea: reconfiguration of a traditional
library & learning centre
into a new learning
commons
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From book repositories tocommunity hubs
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Flexible spaces
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Students determine
the learning &
social dynamic
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Ako Ātea – Facilitators working with students in open space
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Focus on whanaungatanga – supportive relationships.
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Ako Ātea : a safe space
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Ako Āteaa
relaxing space
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Fostering conversation, sharing and connection
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• 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).
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Welcoming and safe environmentTe Ao Māori
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Ambiguity – risky, but can lead to innovation, e.g. Breakfast Club
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Is it working?
• Student perceptions
• Staff perceptions
• Foot traffic higher, Māori learners a significant presence
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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.
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What about the students?.
Shane
and
Mariana
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• 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
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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).
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New Zealand River by Abaconda on Flickr CC
Ako Āteaacts as a connector
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Kia ora
Questions?
Easy paddle by Topshampatti on Flickr CC
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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/