Alan Jacques

Katie Day 

Reading programs reinvented – based on the ‘Rights of the Reader’

No one in the developed world gets to adulthood and can’t read, but many people get to adulthood and say they don’t read – so literacy is not the problem, reading is. Literacy and comprehension scores are valid classroom tools, but research indicates that they have little bearing on life-long reading habits, and thus have little usefulness in a library reading program. This workshop seeks to reorient the focus of reading programs on to the personal experience of reading and engaging with the world of books.

We will use creative, critical, & reflective activities to explore how reading is currently done in our schools and to help participants to find new values upon which to build a student-centred reading program. It alternates these activities with examples from a successful middle school reading program that uses Daniel
Pannac’s ‘Rights of the Reader’ as the underpinning rationale (and boasts an 84% increase in reading).

Participants will walk away with: a fresh perspective, the foundations for establishing a reading program,
tools and techniques for planning and follow through, plenty of resources to copy, share, and use.

Learning outcomes 
 Identify values that are meaningful to your context, to underpin the reading program and make it sustainable.
 Learn how to apply motivational psychology to your reading program to improve student engagement.
 Discover how to use ‘Evidence Based Practice’ (EBP) to assess your program and inform better decision making.
 Identify data that goes beyond circulation statistics to support your EBP.
 Leverage report writing to promote your reading program to stakeholders.

​Disruptive Trends & Teaching Information Literacy
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An exploration into how the teaching of information literacy is being challenged by the current information environment as well as influenced by the latest trends emanating down from higher education.  Why context and concepts now rule, rather than content and skills. 

The morning session will focus on K-6, and the afternoon session will focus on 6-12.

Kim Tyo Dickerson

Disruptive collections
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Walk away with exemplars and a workable document to share back with your school and continue to develop, along with the overview of the issues, the values clarification knowledge, and suggestions for having difficult conversations that will be shared with you. If we have disruptive collections, we need to have the mission, philosophy, and procedures to defend them. 
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​The morning session will focus on 6-12, and the afternoon session will focus on K-6.

Dianne McKenzie

Using evidence based practice to shake up the status quo

This workshop will be hands on examining about one area you want to change or improve in your practice or to collect evidence of the learning occurring in your lessons and programs. You will be given the tools to identify what you are looking for, what evidence will be needed, how to collect the evidence and how to share the evidence. Before attending, identify one area of your practice that you may want to collect evidence to determine impact. The focus should be on identifying impact on the learning through evidence.

Learning outcomes 
Workshop participants will:

• identify and reflect on their current practices on what learning is occurring, and how this can be documented.
• consider programs and events they could facilitate in the future in their community that may have a positive impact on the community and learning, consider the evidence to collect on the impact to prove the time and investment was reaped the intended outcomes..
• identify the different types of evidence based practices that can be utliised, consider what evidence can be curated and shared,
• be able apply principles of evidence based practice to their everyday work