Books by Howard Gardner Truth, Beauty, and Goodness Reframed: Educating for the Virtues in the Twenty-First Century

Basic Books Many of us take for granted that we know what is true, beautiful, and goodand that we should simply try to realize these virtues. Whatever validity this assumption may once have had, it no longer goes unchallenged. One challenge comes from philosophical and humanistic perspectives: postmodernists and relativists are skeptical about the nature or even the existence of these virtues. Another challenge comes from technology: in our highly connected, ever changing digital world, the status and stability of these virtues is undermined. In Truth, Beauty, and Goodness Reframed, Howard Gardner analyzes these challenges and shows how the traditional virtues can be powerfully reframed for our time. He also indicates the specific steps that educators can take to introduce and nurture viable notions of truth, beauty, and goodness. 2011 Howard Gardner
Responsibility at Work Jossey-Bass Filled with original essays by Howard Gardner, William Damon, Mihaly Csikszenthmihalyi, and Jeanne Nakamura and based on a large-scale research project, the GoodWork Project, Responsibility at Work reflects the information gleaned from in-depth interviews with more than 1,200 people from nine different professionsjournalism, genetics, theatre, higher education, philanthropy, law, medicine, business, and pre-collegiate education. The book reveals how motivation, culture, and professional norms can intersect to produce work that is personally, socially, and economically beneficial. At the heart of the study is the revelation that the key to good work is responsilibiltytaking ownership for ones work and its wider impact.

Available at the PZ Bookstore

Five Minds for the Future Harvard Business School Press Gardner's newest book, Five Minds for the Future outlines the specific cognitive abilities that will be sought and cultivated by leaders in the years ahead. They include: The Disciplinary Mind: the mastery of major schools of thought, including science, mathematics, and history, and of at least one professional craft. The Synthesizing Mind: the ability to integrate ideas from different disciplines or spheres into a coherent whole and to communicate that integration to others. The Creating Mind: the capacity to uncover and clarify new problems, questions and phenomena. The Respectful Mind: awareness of and appreciation for differences among human beings and human groups. The Ethical Mind: fulfillment of one's responsibilities as a worker and as a citizen.

In the book, Gardner draws from a wealth of diverse examples to illuminate these ideas, designed to inspire lifelong learning and also to provide valuable insights for those charged with training and developing organizational leaders. Drawing on decades of cognitive research and rich examples from history, politics, business, science, and the arts, Gardner writes for professionals, teachers, parents, political and business leaders, trainers, and all who

prize the cognitive skills at a premium for tomorrow. Available at the PZ Bookstore

Are Teachers Productive "Knowledge Workers?"

Peter Drucker described the Knowledge Worker as someone who possessed, considerable theoretical knowledge and learning So I ask, would the typical classroom teacher meet the definition of a knowledge worker as described by Drucker? Based on the above definition the answer is yes. But looking further, according to Drucker, there are six factors that determine knowledge-worker productivity. So, if teachers are knowledge workers, how productive are they as knowledge workers. Lets take them one at a time. 1. Knowledge-worker productivity demands that we ask the question, What is the task? What is the task of the classroom teacher? Is it to teach? Is it to assess? Is it to plan? Is it all of the above?
3

Drucker would advise the teacher to ask, What do I get paid for? and What should I get paid for? Does the typical classroom teacher know what they get paid for? Would their answer match the principals, the superintendents, the board members, and the publics answer? 2. It demands that we impose the responsibility for their productivity on the individual knowledge worker themselves. Knowledge workers have to manage themselves. They have to have autonomy. Teachers, if they are to be knowledge workers, must have individual responsibility for ensuring they successfully accomplish the task. They must be able to manage themselves. One aspect of individual autonomy is that in the classroom the teacher is free to use their knowledge to best accomplish the task. However, many teachers bristle that they do not have the individual autonomy they seek in the areas of time, pacing, curriculum, etc. It seem there is some conflict between Druckers description and the reality for the classroom teacher. Also, if the teacher views the task as
4

developing the love of learning in students and the principal views the task as increasing student achievement scores, there is going to be a battle over how much autonomy the teacher should have. A manager will certainly move to diminish teacher autonomy because theyre not alignment with the definition of the organizations results (and tasks). 3. Continuing innovation has to be part of the work, the task, and the responsibility of knowledge workers. Many teachers continue to innovate and take responsibility for continually bringing new ideas, techniques, methods, practices, etc. into their teaching task. However, some teachers do not. Unions ensure that teachers are protected regardless of if they take the individual responsibility to innovate or not. Principals, in many cases, do not see innovation as an organizational goal because it is a task that is not easy to measure. 4. Knowledge work requires continuous learning on the part of the knowledge

worker, but equally continuous teaching on the part of the knowledge worker. Here too there are conflicting realities. Many teachers take it upon themselves to continuously learn and increase their knowledge. Many districts are committed to providing teachers with on-going staff development. However, teachers may not be required to continuously learn and increase their knowledge. Unions will afford protection to teachers regardless of increases in knowledge or not. In addition, notice that Drucker includes continuous teaching on the part of the knowledge worker. In other words, teachers should not only be increasing their personal knowledge, but they are responsible for sharing their newly acquired knowledge with their peers, thus increasing the knowledge of the organization. Very few teachers are taking the time to formally train their peers. Very few principals are asking for or providing opportunities for teachers to train their peers. 5. Productivity of the knowledge worker is notat least no primarilya matter of the
6

quantity of output. Quality is at least important. Quality of learning is hard to measure, if define. Quantity of test score is very easy to measure and measure in large numbers. Thus quantity is going to be the primary measure of the educational organization. Teachers and educational managers should look to develop measures of quality. Not an easy task, but a necessary one. 6. Finally, knowledge-worker productivity requires that the knowledge worker be both seen and treated as an asset rather than a cost. It requires that knowledge workers want to work for the organization in preference to all other opportunities. In difficult financial times, districts and schools will view their teachers as a cost. It is a financial reality. They should be viewed as an asset, but teachers themselves are much to blame for district failing to do so. Unions to do not view teachers in terms of quality, but rather, in terms of number of years
7

served. The net result is that while the organization may wish to view teachers through the lens of quality assets, the union will want the teacher to be viewed through the lens of quantity which is a cost. A young exceptional teacher will lose out to an average teacher who has more time in the district. Secondly, unions have set up a system that makes it difficult to move from one district to another. If a teacher were to wish to move to a different educational organization, they usually have to take a large reduction in pay. Though teachers may prefer another opportunity somewhere else, they will pass on it due to the resulting financial loss. However, districts and schools should be asking themselves if they are the school or district that teachers would want to work at in preference to all others. Are teachers knowledge workers? Yes. Are they productive knowledge workers? What would you answer? INNOVATION AND CHANGE IN EDUCATION
Amanda Credaro 1999-2006 INTRODUCTION

Educational institutions, like all other organisations, require constant monitoring to identify areas for potential improvement. However, educational reforms are often not

well implemented. This results in massive wastage of finances, human resources, and lost potential. Change may be described as the adoption of an innovation (Carlopio 1998, 2), where the ultimate goal is to improve outcomes through an alteration of practices. However, the process of change is complex, with many different types of change possible. Further, there are a number of differing strategies for implementing these changes, with the success of implementation being highly variable. Factors that drive change may be internal or external to the environment (Yee, 1998), innovations may be initiated at any level in the organisational structure (Swenson 1997) and reforms may be systemic or local (Reigeluth 1994) in nature. Commercial enterprises, non-profit organisations, service industries, government instrumentalities and educational institutions all undergo change. As educational institutions have characteristics in common with each of the preceding, they may be considered as being typical of an organisation undergoing change.
EDUCATIONAL STRUCTURES

The structural framework of education is hierarchical in nature. Each of these strata are comprised of individuals with differing goals, interests and perspectives. This results in groups that possess different cultures, structures, practices, policies and goals, which ultimately determine the success or otherwise of the implementation of innovations. Whitely (1995, 44) notes that there are three "intersecting sets of core values" underlaying organisational culture; organisational (the company's corporate values), group values and individual values. Educational institutions are organised on many levels, from the individual classroom under the management of a single teacher, to groups of classrooms supervised by a Head Teacher or Executive Teacher, to a whole-school structure, under the guidance of the principal. Independent or private schools generally report to a School Board. Government schools in NSW are grouped into "districts", whilst Catholic schools are administered by a central regional authority. Overseeing these geographic divisions is a statewide body which in turn is controlled by Federal legislation and its accompanying Ministerial corporate identity. Within each level of educational endeavour, there exists the possibility of improvement to practices and their resultant outcomes. An individual teacher at classroom level may instigate a new assessment process of benefit to the members of that class; the teacher librarian may adopt a different procedure in the school library to achieve a more efficient service for the whole school; district offices may organise a
9

network for the sharing of expensive equipment for member schools; or the state-wide authority may action procedures in an attempt to address inequities between schools.
THE NEED FOR CHANGE

Both internal and external forces (Yee, 1998) drive the need for change. Referring to "change drivers", large scale forces that produce complex change, Swenson (1997) notes that "globalisation" of society has produced an imperative for continual reappraisal of practices in order to maintain a competitive edge. In educational terms, this may be interpreted as the need to update practices in keeping with the findings of international research, and to continually conform to national trends. Internal to the school are the pressures brought to bear by curricular reform. Further, alterations in staff-student relationships from teacher-centred to student-centred create the need for modification of teaching practices, and policies and procedures to support more meaningful educational experiences.
Societal Changes

The student population of Australia has been undergoing change for some time, with increased retention rates resulting in students of lesser ability staying at school beyond the mandatory 15 years of age. Also, cultural diversity has become a hallmark of Australian educational institutions. In addition, part-time work has become entrenched amongst the student population. Together, these societal factors have produced a rapid amendment to the typical profile of Australian students. Further, workplace practices have significantly altered in the last few decades. No longer is the accumulation of skills and knowledge the primary prerequisite for employment, but an ability to be able to adapt to new situations, to continue to learn independently, and to work cooperatively have become imperative. Rifkin (1995, 25) suggests that an era where an employee's worth is determined by the market value of their labour is coming to an end. Creativity is replacing knowledge base extent in determining "value", whilst ability to work in a team environment is a prerequisite for many employment opportunities. This produces a need to develop instructional practices that develop a self-directed , life-long learner.
Educational Paradigms

The unprecedented volume of information (Hancock 1993, Siitonen, 1996, Hahm et al, 1998) that is now available has generated a need for complex analytical skills to appropriately access this information in an efficient, meaningful way. Although much publicity in the media has been generated in the last few years regarding the perceived
10

reduction in standards for functional literacy (reading and writing), the educational perspective requires a shift in paradigm to an information literacy focus. To achieve this goal in a meaningful way, educational institutions themselves must restructure the framework of their organisation to form learning communities (Hough & Paine 1997, 192), rather than institutions whose core function is the dispensing of information.
Information Landscape

In the current "information age", a new economy has emerged in which knowledge is traded as a marketable commodity (Tinkler, 1996). In this global knowledge economy, it is imperative that school students be equipped to undertake appropriate access to data and manipulate it to fulfil their information needs. Hazell (1990) notes that school libraries are the largest component of the Australian library and information network, with some 11,000 schools providing educational opportunities for over 3 million students. It is therefore self evident that in order to cater to a student's information literacy critical skills, an appropriate "library program" is necessary. Whilst traditional bibliographical instruction, delivered by the teacher librarian, is still fundamental to introducing the principles of information access, a more integrated approach to information literacy is required in order to engender meaningful, relevant direction for school students. This type of instruction is most efficiently delivered by the subject or class teacher in collaboration with the teacher librarian.
THE CHANGE PROCESS

Change management is the core activity in realising organisational goals, whilst implementation is the practical or physical process of delivering an innovation. People and relationships are the majory components to successful implementation, and support mechanisms are required to achieve an improvement in practices and procedures. "Change" itself has undergone change in the description of various models. Whilst previous decades have witnessed the concepts of "Quality Circles", followed by "Total Quality Management", and most recently "Business Process Reengineering" (Honeywell Australia, 1999), the basic procedure for actioning change has remained reasonably constant.

11

The identification of areas for improvement is the initial stage of the change process, followed by the generation of possible solutions to address issues so identified. Activity in these areas is independent of position in the organisation. These first two stages of the change process are possibly the most easily achieved. Implementation of proposed innovations, the third stage of the change process, is the most complex and difficult to achieve. In the school context, this may be even more arduous than in other organisations. Fullan (1993, 46) notes that educational reforms are "hard to conceive and even harder to put into practice" . The implementation of change is not linear (Carlopio 1998, 5), and must progress through various stages over time, with commitment from stakeholders that is achieved through shared decisionmaking, common vision, collaboration and the establishment of support structures. Carlopio (ibid ) notes that the implementation stage of change is itself constructed of four periods. The creation of "knowledge and awareness", the first step of implementation, is noted by Shields (1989, 41) as consisting of a further six "stages of concern". The second step in the implementation process is the establishment of facilitating structures, whilst the third is the complex simultaneous process engagement in persuasion, decision and commitment; Lastly, "rollout and fine tuning" complete the implementation of innovation. Interestingly, a study on business decisions reported that the success rate of implementation (Wind & Maine, 1998) was only about 50% . The lowest rate of implementation was for the most successful practices, such as group problem solving, whilst the highest rate of implementation was for the least successful practices, such as issuing directives (Sauer, 1997). It is self evident that the implementation stage of change must be followed by evaluation and reassessment, possibly with further amendments needed as issues of concern become identified. Honeywell Australia (1999) comments that change is "like fractal patterns", complex and iterative, with stakeholders making "thousands of incremental adjustments" in reaction to each of the stages noted above.
LEVELS OF CHANGE Systemic

All organisations, including educational systems, have concerns that are addressed by attempts at organisational renewal. Productivity (class sizes, teaching periods per day), cost effectiveness (global budgeting was introduced in 1989 in NSW government schools), capital utilisation, market orientation (increasingly higher enrolments in non-government schools, together with an increasingly greater
12

proportion of "out-of-area" enrolments, demonstrating that pupils are exercising their right of choice), organisational renewal and viability are primary of importance for all organisations.
Whole School

As individual schools have unique cultures, practices and traditions, it is self-evident that an individual tailoring that is context-specific is required. The leadership style of the administrator will to a large extent determine the types of change that are likely to occur, together with the ultimate success of their implementation and subsequent improvement to learning outcomes. Lincoln (1987, 16) states that a whole school approach is necessary, with the need for shared decision-making and collaborative practices being paramount.
At Classroom Level

Individual teachers and teacher librarians are in an ideal position to instigate innovative practices and processes. Whilst their "self-imposed isolation" (Smith & Scott, 1990) has numerous drawbacks, it does allow the freedom to experiment with innovation. It may be hoped that by individuals taking risks by developing educational practices that embrace the concepts of information literate learning communities, gradual change to some of the barriers may occur, thereby laying the foundations for a whole school approach. Fullan et al (1990, 14) view this approach as a catalyst for innovation, linking classroom practice to school improvement. While this is to be viewed as a long-term goal, the nature of change and the resistance to it makes this option a more pragmatic strategy. However, innovation implies risk taking (Hirose, 1992). Current educational practices do not support unsuccessful outcomes (Santos, c1998). The nature of accountability in government schools determines to a large extent the school principal's response to suggestions of innovation at the local (school) level. However, these "unsuccessful experiments" are part of the learning process itself.
BARRIERS TO EFFECTIVE CHANGE

Effective change to any organisational structure, philosophy or practice is not an easily obtainable goal. At each level of organisation, there are dynamics in operation which may resist the proposed change. However, organisational culture, the perceptions of stakeholders, a lack of holistic approach, absence of followup or

13

support, and even the process of change itself all present barriers to achieving effective change.
Organisational Culture

Schools, perhaps more so than other organisations, are characterised by "balkanisation" ( Fullan 1993, 82) created by faculties at secondary level, and Year teaching cohorts at K-6 level. These factions are often insular in nature, and may have cliques within each group. However, Nonaka (1988) notes that in order to grow, the coexistence of several subcultures is necessary to generate "creative conflict". Senge (1992) agrees with this appraisal, and states that "creative tension" between groups and subgroups assists in organisational growth. Without dissent, discussion will not ensue. This raises the possibility that stakeholders in the change will not understand the implications of and for the change, and thus will not effectively participate in the process of change. The necessity of dialogue rather than debate is noted (Lashway, 1998) as the key to successful "group dynamics". It must be emphasised that practice must concentrate on listening, suspending judgment and seeking common understanding. Senge (1992, 5) comments that many of the "best ideas" are not put into practice due to conflict with "deeply held internal images". The failure to critically review prevailing assumptions and philosophies (Whitely 1995, 48) when formulating new strategies may be considered to be one of the many causes of failure to implement innovative structures and practices.
Perceptions of Stake Holders

Schools are possibly unique amongst other types of organisations. Stakeholders are not only those within the physical boundaries of a school, nor those beyond the school charged with its administration. Parents and primary caregivers are also greatly concerned with activities within the school. Tertiary institutions have expectations of school leavers, as do employer groups and social welfare organisations. Wider society is similarly concerned with educational structures and procedures. Each of these stakeholders have perceptions which form barriers to the implementation of innovation, and the resultant changes that occur. Students have a firm view that school work involves "reading and writing" ( Lincoln 1987) and where classroom practice is negotiated and participatory, the students' perception is that of not actually engaging in learning. Similarly, parents expect that their children will spend much of their school time in writing-based activities, as a result of the parents' own learning experiences. Potential employers to a great extent
14

still require a subjective assessment based on examinations for lower level employment, prior to promotion to higher level positions requiring higher order skills. The combination of these perceptions creates a barrier to achieving change at local level, where the amount of written work, the format of examinations and classroom experiences diverge from the ineffective, if traditional, practices. In the educational environment, the genuine support of teachers is necessary for any attempt at change (Hargreaves 1993, 16). Teachers must not only accept the inevitability of change, but must also understand the rationales for any proposed changes.
Lack of Holistic Approach

The rapid introduction of ill-conceived changes without consideration to the effect on individual parts of the system or the system as a whole (Senge 1990, 15) has resulted in a piecemeal approach (Henri & Hay, 1994) that produces a fragmentation rather than a coagulation of the organisation. Similarly, Newman (1998) comments that incremental reforms , which she refers to as "tinkering to remove defects" aim to improve existing structures, whilst fundamental reforms transform and permanently alter structures. Further, Newman (ibid ) notes that attempts at these fundamental reforms frequently mutate into a series of incremental reforms. An examination of recommendations of the "Scott Report" (1989) provides an interesting illustration of this phenomenon. Entitled Schools Renewal: A Strategy to Revitalise Schools Within the New South Wales Education System , the report concluded with an indicative implementation timetable which graphically illustrated each element of change together with a timeline for implementation and the tasks involved. Of the twenty strategic elements of change described, twelve were implemented completely, three were partially implemented, and the remainder were not attempted. The omissions to the strategy were those most closely affecting school personnel, such as staff briefings and consultations, and appointment of both executives and teachers by the principal. It is to be noted that the implementation only part of the holistically conceived strategy did not produce any changes at school or classroom level. Although the published Strategy attempted a holistic approach, implementation of the innovation was, indeed, "piecemeal" and ineffective in producing any of the desired educational outcomes.

15

Absence of Follow-up

The implementation phase of change does not represent the conclusion to the effective creation of change. Not only will support structures collapse without continued attention, but the absence of an evaluative procedure is vital in confirming that the expected outcome has been achieved. In the event that there are deficiencies in either the original strategy or the implementation procedure, future evaluation procedures are necessary to identify required amendments. Should the outcomes have been successfully achieved, continual monitoring is required to ensure their sustained success. However, these monitoring and evaluation procedures have budgetary implications, and are therefore frequently omitted from strategic plans. Again, the Scott Report (1989) provides a further illustration of this particular barrier to successfully implementing change. Of the twenty strategic elements proposed, possibly the most serious omissions were those concerning ongoing evaluation and provision for future amendments. Anecdotal evidence suggests that the changes enacted at the highest levels of administration have made no difference to teaching practices at classroom level and subsequent educational outcomes, which presumably was the ultimate goal of the strategy. Further, Mayer (1992) generated a report entitled Putting general education to work: The key competencies report. Commissioned by the National Board of Employment, Education and Training, the report identified a number of "key competencies" that were required for successful school-to-workplace transition. Of these, only functional literacy has been pursued with vigour. Despite information literacy also being identified as crucial, it remains largely confined to the realms of the school library. Whilst functional literacy is now assessed by means of a highly culturally-based examination, information literacy has remained obscurely delivered within teaching programs in all but the most progressive of schools. This absence of follow-up has highlighted the ineffectual nature of these educational reforms. Had effective evaluation and monitoring been actioned, the deficiencies of implementation would have been highlighted, and the necessary amendments accomplished.
Absence of Support

Despite the background research that precedes any major organisational change, it is noted that "top-down" policies are almost without exception ineffective. Addleson (c1998) asserts that "structure and strategic plans" have little to do with organisational achievement, as organisational structure is composed of relationships between individuals and groups, and is shaped by individual's attitudes towards others both
16

within and beyond the organisation. It is therefore manifestly obvious that the implementation of changes requires a support structure for the individuals and groups involved. Carlopio (1998, 2) notes that change is a social process, undertaken over a period of time, and not a "decision event". Those involved in the change must undergo a learning process in order to appreciate the aims and goals of the proposed change, make adaptions to cater for the new practices and be permitted to achieve personal and professional growth prior to attempting to implement the change.
The Change Process

The process of change is itself a barrier to achieving change. Whilst change may be ongoing, follow a "metastrategic cycle" (Limerick et al , 1994) or be episodic and characterised by "punctuated equilibrium" (Limerick & Cunnington, 1993), the mechanism and methodology of the change has less of an impact that the actual process of change. Any disturbance to the status quo is likely to create friction, and Fullan (1993, 77) cautions that this conflict is inevitable but necessary. Dunning (1997) remarks that the necessity for closure is one of the most basic of human needs. The last decade has witnessed numerous attempts at reform within the NSW government school system (Carrick's Report, Scott's "School Renewal" , McGaw's "Effective Schools "). Fullan (1993, 42) observes that "irregular waves of change and episodic projects" produce a fragmentation of effort and a "grinding overload". With progressive, continual change there can be no closure. Continual gradual improvement or dramatic rapid initiatives are equally unsettling to the human psyche, and therefore are frequently resisted. In discussing innovation in the workplace, Carlopio (1998, iii) notes that resistance to change is more pronounced in Australia than countries such as USA or Japan. Referring to "reform fatigue", Carlopio (ibid ) comments on the counterproductive nature of ongoing modifications. The negative effects of these continuous modifications include "overload and burnout" (Hargreaves 1993, 16), but may be curtailed if any change was perceived to be an improvement, and the stakeholders were actively involved in its implementation.
SCHOOL LIBRARIES: A CASE STUDY

Libraries in NSW government schools have undergone major changes in structure, practices and organisation in the last few decades. Clyde (1982) records the 'humble beginnings' of school libraries, originating from collections of books belonging to Sunday schools in the colonial period. With the development of an education system
17

over the following century, an accompanying accumulation of print resources occurred within each school. Tanner (1997) notes that 'teacher librarianship' prior to the 1960's was represented by a classroom teacher acting as custodian of the books, with Collection Management of being a minor role. Whilst the 1960's saw the move of scattered school resources into a converted classroom (Tanner, 1997), the 1970's witnessed the appointment of specialist teacher librarians to oversee the management of the library collection in purpose-build centres, with accompanying instructional roles. In the 1980's, the introduction of computer technology produced a focus on user services and information skills instruction. However, the current decade is one in which digital technology is making a huge impact on school libraries, as elsewhere. Not only are school library systems becoming increasingly more commonly computerised, the availability of library management software is dictating library automation be the norm, rather than the exception (Freeman, 1999). Tanner (ibid ) notes the effect not only of automation of library management, but Local Area Networks, Wide Area Networks, Internet access and an increasing diversity in format of resources. In this regard Dow (1998;181) notes that teacher librarians must have information technology skills not required of many of their classroom teaching colleagues. Not only must the teacher librarian have the necessary competence to utilise the resources, but also exhibit appropriate expertise in imparting instruction in the use of these resources. Thus, over the last five decades, teacher librarianship has progressed from a custodial role assumed by a classroom teacher, to an information professional based in the school library. Interestingly, there has been little change in the development of classroom teaching (Newman, 1998). Information technology has created an additional strand to the curriculum, but classroom practice remains largely unchanged even in this sphere. Oberg (1990, 9) observes that an understanding of the nature of change is essential to every teacher librarian, whilst classroom teachers have "developed orientations of conservatism, individualism and presentism". This creates something of a paradox in that almost all schools have a multiplicity of teaching staff, and thus opportunity for collaboration, colleagiality, peer tutoring and discussion amongst teachers; whilst the teacher librarian position is singular in most schools and therefore does not provide these opportunities at the workplace. It is pertinent to inquire as to how these broad changes have been so effectively actioned in the sphere of the school library, and in such a relatively short time. Teacher librarians have been subject to external influences such as technological developments to an extent not yet apparent in the mainstream classroom. From the
18

relatively innocuous replacement of card catalogues to an electronically based OPAC, school libraries have been involved in innovative practices concerning networked digital reference works and access to external information sources via the Internet. This has resulted in teacher librarians frequently being cited as the technology expert within many schools. It is noted that not all teacher librarians are on the "technology bandwaggon", and many resisted both the previous and current changes. An "interplay" (Bennett 1998) between forces for change and resistance exist in this area, as in all situations where changes are occurring. However, despite the singularity of their position within the school, teacher librarians are noted for their development and participation of networks external to their own school. In allowing time and space (Hill, 1995, 49) for reflection, enquiry and professional dialogue, the teacher librarian provides an exemplar for coping with the negative effects of change and innovation. Departmental policy and budgetary provisions provided another external change driver for the school library. The dramatic injection of government funds radically altering resource housing in the 1960's, from a modified classroom to a purpose-build facility, and simultaneously created the neccesity for a position for a school library professional. Unfortunately, this also produced a shift in paradigm concerning resource-based learning. With the print material being housed separately to the learning areas, there was a gradual decline in their central use for instruction. Contemporary teacher librarians are now in the process of addressing this issue, by actively promoting the advantages of resource-based learning in situations where the practice is not used or used ineffectively. Internal change drivers also effect the teacher librarian and the school library. Within the whole school environment, the perception by classroom colleagues of the teacher librarian's role as "custodian of the books" has not altered in many schools. Changes to the delivery of tertiary training for teacher librarians have raised awareness of the potential improvements possible to information services within the school. Unfortunately, tertiary instruction regarding classroom teaching practice does not appear to have made teachers similarly cognisant of the potential benefits of collaborative practice, particularly in the secondary environment. Teacher librarians themselves are acting as change agents to promote the benefits of collaborative practice to educational outcomes. A subtle shift in management style of school principalship also acts as an internal change driver for school library practices. As principals become more aware of the connection between the quality of the school's information services and improvement in educational outcomes, the imperative for quality library services increases. Again,
19

in many instances, it is the teacher librarian who frequently brings these issues to the attention of the principal, and other leaders within the school. Thus, teacher librarians have managed change in their school libraries by developing their own support structure of networks external to the school (Shields, 1989) and developing relationships with administrators within the school. Whether the forces for change have been external or internal to the school, or indeed identified as an area for improvement by the teacher librarian themselves, the school library has improved practices which ultimately benefit all members of the school community.
CONCLUSION

Paradoxically, the very same factors that produce the need for change present barriers for the achievement of that change. School culture, stake holders perceptions, societal effects, organisational structure and the nature of change itself are together creating both the need for, and method of, continuous improvement to education and its outcomes. Whilst Fullan (1993, 46) notes that societal problems beyond the control of schools frequently prevent educational reform, these cannot be wholly held responsible for the failure of educational reform. Lack of supporting structures, a deficit in the consultative process, an inadequacy in holistic approach, and the absence of ongoing evaluation and amendment contribute greatly to the impairment of implementing innovative practices. Present practices are inadequate to meet changes in work, knowledge, and citizenship (Schuyler, 1997) while serving a greater number of students with diverse backgrounds and educational objectives. A paradigm shift from instruction to learning is required to adequately serve the clients of educational institutions, which in turn requires an alteration in procedures for improved outcomes. Educational practices, and the structures that support them, must change in order to ensure that the citizens of the future - our school children of the present - can exist and grow in a world characterised by change, unpredictability and enterprise.

BIBLIOGRAPHY

Addleson, M. (c 1998). What is a learning organisation? Online. Available. Accessed August 18, 1999.

20

Bennett, S. (1998) Learning, change and organisations. Online. Available. Accessed August 18, 1999. Carlopio, J. R. (1998). Implementation: Making Workplace Innovation and Technical Change Happen. Roseville, NSW: McGraw-Hill. Clyde, L. (1983). Australian school libraries in the nineteenth century. Australian Library Journal 32 (2), pp 11 -17. Dunning, C. (1997). Got change for a paradigm? From Gutenberg to hypertext. Online. Available. Updated April 15, 1997. Accessed August 18, 1999. Freeman, A. (1999). Organisation of resources. Introductory Talk for Charles Sturt Subject ETL403. Macquarie University, February 12, 1999. Fullan, M.G. et al (1990). Linking classroom and school improvement. Educational Leadership May 1990, 13 - 19. Fullan, M.G. (1993). The school as a learning organisation. In Changing forces: Probing the depths of educational reform. London: Falmer Press. 42 - 83. Hahm, M. et al (1998). Media skills of school librarians to teach the new subject Information and Media in schools and the implications to all librarians: Instruction as a positive reference service. 64th IFLA General Conference - August 16 - August 21, 1998. Online. Accessed August 16, 1999. Hancock, V.E. (1993). Information literacy for lifelong learning. ERIC/IT Diges t. ED 358870. Online. Accessed August 18, 1999. Hargreaves, A. (1993). Collaboration: A key to leadership for quality in education. The Practising Administrator, 15 (3), 16 - 18. Hazell, A. (1990). School library and information services in Australia. In M. Nimon and A. Hazell (eds) Promoting Learning: Challenges in Australian Librarianship. Adelaide: Auslib Press. 17 - 22. Henri, J. & Hay, L. (1994). Beyond the bibliographic paradigm: User education in the information age. 60th IFLA General Conference- Conference Proceedings - August 21 - 27, 1994. Online. Available. Accessed August 16, 1999. Hirose, S. (1992). Critical thinking in community colleges. ERIC Digest. ED 348128. Online. Accessed August 19, 1999.

21

Hill, J. (1995). Teacher librarians: Leaders and learners in the school learning community. Scan , 14 (3), 47 - 49. Honeywell Australia (1999). Innovation. Online. http://www.graffic.com.au/innovation/welcome.htm Accessed September 24, 1999. Hough, M. and Paine, J. (1997). Creating quality learning communities . Melbourne: Macmillan Education Australia. Lashway, L. (1998). Creating a learning organization. ERIC Database. Online. Accessed August 2, 1999. Limerick, D. and Cunnington, B. (1993). Managing the new organisation: A blueprint for networks and strategic alliances. Sydney: Business and Professional Publications. Limerick, D. et al (1994). Transformational change. The Learning Organization. Online. Accessed August 8, 1999. Lincoln, P. (1987). A view from the inside. In The Learning School . Boston Spa: The British Library. 6 - 28. Matzdorf, F. et al (1997). Barriers to Organisational Learning in the Chartered Surveying Profession. Barriers to Learning. Online. Accessed August 18, 1999. Mayer, E. (1992). Putting general education to work: The key competencies report. [Melbourne]: Australian Educational Council and Ministers for Vocational Education, Employment and Training. Newman, J. (1998). We can't get there from here. Critical Issues in School Reform. Phi Delta Kappa International. Online. http://www.pdkintl.org/kappan/knew9812.htm. Updated Jan 6, 1999. Accessed September 18, 1999. Nonaka, I. (1988). Creating organisational order out of chaos: Self-renewal in Japanese firms. California Management Review , 30 (3), 57 - 73. Oberg, D. (1990). the school library program and the culture of the school. Emergency Librarian , 18 (1), pp 9 - 16. Reigeluth, C.M. (1994). The imperative for systemic change. In C.M. Reigeluth & R.J. Garfinkle (eds) Systemic Change in Education. Englewood Cliffs, NJ.

22

Educational Technology Publications. Also online. http://www.php.indiana.edu/~reigelut/2.1.2sys.htm Accessed September 18, 1999. Rifkin, J. (1995). The end of work: The decline of the global labour force and the dawn of the post market era. New York: G.P. Putnam's Sons. Santos, A. (c 1999). Characteristics of the learning organisation. Online. Accessed August 18, 1999. Sauer, C. (1997). Deciding the future of IT failures. In W. Currie & R. Galliers (eds) Rethinking MIS. Oxford: Oxford University Press. Scott, B. (1989). Schools renewal: A strategy to revitalise schools within the New South Wales State Education System. Milsons Point, Sydney: Management Review, NSW Education Portfolio. Senge, P. et al (1994). The fifth discipline: Strategies and tools for building a learning organisation . New York: Doubleday. Shields, P. (1989). Concerns-based adoption model. In D. Driscoll (ed.) Implementing change: A cooperative approach. Vancouver, BC: British Columbia TeacherLibrarians' Association. pp36 - 61. Siitonen, L. (1996). Information literacy: Gaps between concept and applications. 62nd IFLA General Conference - Conference Proceedings - August 25-31, 1996. Online. Accessed July 16, 1999. Schuyler, G. (1997). A paradigm shift from instruction to learning. ERIC Digest. ED 41496. Online. Accessed September 21, 1999. Smith, S.C. & Scott, J.J. (1990). Are collaborative schools effective schools? In The collaborative school: A work environment for effective instruction. Eugen, OR: ERIC, 9 - 19. Swenson, D.X. (1997). Change Drivers . Online. Updated Aug 31, 1977. Accessed September 18, 1999. Tanner, K. (1997). Do teacher librarians still buy books? School library collection in the electronic age. Paper presented at the ALIA Schools section (Victorian Group) seminar, 28 June, pp 2 - 8.

23

Tinkler, D. (1996). Information literacy - the effect of new technology on literacy. Ockham's Razor. ABC Radio National Transcript, Sunday 29th September, 1996. Online. Available. Accessed July 14, 1999. Whitely, A. (1995). The core values model. In Managing change: A core values approach . Melbourne: Macmillan Education. pp 42 - 65. Wind, J. Y., & Main, J. (1998). Driving Change. New York: Free Press. Yee, J.A. (1998). Forces motivating institutional reform. ERIC Digest. ED 421179. Online. Accessed Sept 21, 1999.

Updated April 22, 2001. Reformatted and moved to this site December 10, 2006.

New Classroom Rules

1. Come to school every day, unless you would rather just go on line. 2. Come to class on time, or log into your online class anytime day or night, whenever it is most convenient to you. 3. Leave your seat only when necessary, which should be often to go collaborate with others or demonstrate something to the class. 4. Bring required materials, including your laptop and cell phone every day. 5. Talk only when permitted, text at all other times.
24

6. Don't Talk to your neighbors, unless you are sharing your ideas, asking for help or giving help. 7. Use polite speech when speaking, blogging, texting, Twittering, instant messaging, etc. 8. Do not cheat, but remix, re-purpose, and sample other peoples work and ideas and give them credit. 9. Follow the teacher's directions immediately and your peers directions too. 10. Be polite, courteous, and respectful at all times in both physical and virtual space. 11. Complete all assignments neatly and on time and submit on line or post to your blog or wiki, and share it with your followers on Twitter. 12. Keep your hands to yourself, but share all your ideas and knowledge with others in your Personal Learning Network. 13. Be quiet in lines, hallways, and restrooms, unless you are at home and logged into your on line classroom, in which case you can dance and play music. 14. If you need help raise your hand, but dont wait for the teacher get help from your neighbors and
25

post your question to your online Personal Learning Network. 15. Know what you are supposed to be learning, why, and what you will do with the knowledge.

How To Make Innovative Ideas Happen

By Robert Hartland
October 22nd, 2010 Ideas, Innovation, Inspiration 55 Comments Advertisement

26

In one of his recent presentations, Frans Johansson explained why groundbreaking innovators generate and execute far more ideas than their

The Secret Truth About Executing Great Ideas, my

counterparts. After watching his presentation thoughts began to surface about how meaningful the presentation was regardless of a persons industry, culture, field or discipline. Anyone can

how you execute the idea will determine your success.

come up with an amazing idea but

(Smashing's side note: Have you already bought the brand new Smashing Book #3? The book introduces new practical techniques and a whole new mindset for progressive Web design. Get your book today!)
27

Ideation: Idea Conception

Coming up with an innovative idea will require some methods of generating ideas from brainstorming to mind mapping that can help conjure up useful ideas. During this process one must make sure to keep focused on a goal. If you have no goal, how will you know when you have reached the finish line and are ready for refinement? Start out with a few thoughts or themes and see what you can come up with. Dont get stuck on trying to come up with different variations of the same idea as you will want to develop ideas further later. While there is no exact path in ideation or other creativity techniques from start to finish, creating an idea you are happy with and feel has innovative potential is the
28

key. Believing in your ideas innovative ability will give the confidence you will need later on during pitch time.
Is this new disposable cup holder an improvement or an innovation?

Many people have tried to innovate, but because something similar had already existed, its merely an improvement. When designing within familiar bounds, you can still create something amazing but your audience will not likely be astonished at the sight of it. It is easy to see the particular innovative idea as something that was so simple to come up with but if thats the case, then why didnt you do it? The trick is to come up with them before. Thats the challenge. Once you find that special seed of an innovative idea, try to avoid key
29

mistakes that will stop your idea from ever seeing the light of day. As interesting as some ideas may be, that is not always enough for consumers. Getting the message out that your new idea is imperative will gain more consumer attention, especially in more difficult economic times. Always having a short and clear value proposition with an inescapable feeling of necessity can help gain capital, exposure and consumers. Do not wait until everything is perfect as they may never be and this will only further delay your ideas release. Act, do not sit idle!
Nurture New Ideas

Think of your typical cup holder from a fast food restaurant or coffee house made of cardboard. They are rigid with no handle and have been cause of drink spills and panic attacks for years. Recently a new cup
30

holder has come about that is more mobile and has a handle (see image above). These changes have made it easier to transport drinks and prevent spills. This idea in itself is only an improvement on what was there previously. To truly be innovative, you should take opposing thoughts and combine them, which increases the innovative potential of your idea (see image below). Think of the invention of the Burqini that combines the idea of a burqa that Muslim women wear and the flexibility of a swimsuit at the beach. Innovative ideas can sometimes be explosive but many potential barriers will arise and just having an innovative idea is not always enough.

31

Groundbreaking and innovative ideas come from combining ideas from different industries, cultures, fields, and disciplines.

In order to take an innovative idea from the embryo of a concept to market, you need to have the determination to push through failure. The odds are against you no matter the idea and statistics say you are going to fail a few times on your road to success. Knowing this, you have to hedge your bets more effectively so you can adjust your path and continue forward.
32

Dont be intimidated by the perceived brilliance of innovative designs, because you are typically seeing the last iteration that has changed compared to its original concept. This happens with adjustment through failure. As Johansson mentioned, Picasso had made around 20,000 (as high as 50,000) works of art in his lifetime and Einstein published 240 papers with a short number of successful creations. Innovative success happens in volume (see image below).

33

Stevens, G.A. and Burley, J., 3,000 Raw Ideas = 1 Commercial Success!
How To Pick A Successful Idea

Dont put everything behind your first idea! You wouldnt go to the racetrack and put your life savings on 1/3000 odds, would you? Even though we are taught that all innovations come from a visionary who predicted a need for the future, this is usually not the case. Naturally, most inventions come from necessity and others from creative spark. When executing a creative idea with the resources you have
34

available, you will have to make adjustments along the way that may not have been accounted for originally. Johansson suggests that you take the smallest executable step (smallest bet) so you dont risk everything on your original idea. Once you define the smallest step, you know your scope of risk. This is very important because you can then take baby steps to overcome challenges and utilize resources more efficiently on your road to success (see image below). While strategy is paramount, one shouldnt get lost in planning and take too long to execute. Stay motivated to move forward, because forward motion even through failure is the key to success.

35

Nearly every major breakthrough innovation has been preceded by a string of failed or misguided executions. Frans Johansson.

When implementing strategy, whether it is used to free up resources or define a path to move forward, do not plan on coming up with the ultimate plan that will carry your idea to the finish line. Coming up with a
36

base and enabling yourself to act will help to get things done and eventually discover the final solution that goes to market. You will need to bring yourself to an idea intersection where you can pick and choose the best ideas. This intersection can be used to generate extraordinary, electrifying and trendsetting ideas.
Exploring Innovation Deeper

THE DEVOTION OF PABLO PICASSO Pablo Ruiz Picasso was a Spanish artist that had a unique talent in painting by combining different techniques, theories and ideas making him one of the most wellknown figures in 20th century art. Picasso
37

had always shown a passion for art from a very young age and was determined to express his passion to the world. Overcoming high and low barriers, he achieved much success and fortune in his life. As Pablo Ruiz Picasso said, action is the foundational key to all success. Continuing to move forward by taking action and not sitting idle will create momentum for success. Early in his life, Pablo Picasso slept during the day, worked at night and persevered through poverty, cold and desperation. He was known to have burned much of his early work just to keep warm at night. Picasso motivated himself through passion to push forward and eventually made luxurious connections. Constantly updating his style from the Blue Period, to the Rose
38

Period, to the African-influenced Period, to Cubism, to Realism and Surrealism, he was a pioneer with a hand in every art movement of the 20th century. Picasso was extraordinarily abundant throughout his long lifetime. A skillful selfpromoter, he used politics, whimsicality, and harassment as a selling tool. The total number of artworks he produced has been estimated at 50,000, comprising 1,885 paintings; 1,228 sculptures; 2,880 ceramics, roughly 12,000 drawings, many thousands of prints, and numerous tapestries and rugs. From all of these works, only a few dozen have been regarded as a great success, leaving thousands in museums for viewing after his death and even more collecting dust.

39

Picassco dedicated his life to art and has very influential with his portrayal of Cubism.

FRANK EPPERSONS JUI CE ON A STICK Frank Epperson was an average American who at a young age discovered a frozen drink on a stick that would later become an innovative idea. In his life he dabbled in real estate before discovering how to take his idea to market. At the age of 11 Frank Epperson invented the Epsicle that is now known as the Popsicle. He was mixing powdered soda with water to make soda pop and accidentally left the mixing bucket outside
40

on an unusually cold night. During the night the mixture froze solid, with the wooden stirring stick standing straight up. There was one huge problem: you cant start an Epsicle production line on your back porch because the weather didnt allow for such a thing. Epperson overcame this hurdle by gaining access to a commercial freezer, stamped his name on the sticks and wanted to sell his idea. Unfortunately for Epperson, ice-cream makers were not interested and he did not share his idea again until a firemans ball years later. He pushed through rejection and failure without burying all of his resources until he had achieved a solid idea. While he discovered this wonderful treat early on in life, it took him 16 years to introduce the idea and 7 years more to sell
41

his Popsicle patent. The popsicle can be credited for the entrance of tasty frozen deserts into the mainstream and happy childrens faces around the world. Today hundreds of millions of Popsicles are eaten in the United States each year, and there are more than thirty flavors available.

ALEXANDER GRAHAM BEL LS MODERN COMMUNICATION Alexander Graham Bell was a scientist from Scotland (originally) that had always had a natural curiosity for the world. This resulted in experimentation with inventing at a young age, most notably a simple dehusking machine at age 12.
42

Due to the gradual deafness of his mother starting at a young age, he was led to study acoustics which eventually led to the invention of the telephone. Bells telephone grew out of improvements he made to the telegraph. He had invented the harmonic telegraph which could send more than one message at a time over a single telegraph wire. His path to success was not as clear as one might think and is surrounded by past failures and controversy. Bells first serious work with sound transmission used tuning forks to explore resonance. Unfortunately, this groundbreaking undertaking had already been completed worlds away in Germany. A short change in path led Bell to transmit sound through electrical means. He

43

experimented first by trying to transmit musical notes and articulate speech. Alexander Graham Bell had not set any clear destination and became overwhelmed with his experiments. After many sleepless nights he created aharmonic telegraph which became the first stepping stone to the creation of the telephone. After entertaining other possibilities such as the phonautographand sending multiple telegraph messages on a single line, Bell refined the idea of acoustic telegraphy. By recognizing progress and changing his path, Bell (with the help of Thomas Watson) was able to invent the sound-powered telephone. By starting with the idea of transmitting a voice through electricity, Alexander Graham Bell was able to, through a series of refinements, invent
44

technology that is used around the world even today. Bell continued to test out new ideas involving kites, airplanes, tetrahedral structures, sheep-breeding, artificial respiration, desalinization and water distillation, and hydrofoils.

JACK DORSEYS MICRO COMMUNICATION Jack Dorsey is an American software architect that had an interest in making instant messenger updates available for friends to see. This was a refined concept that eventually grew into what we now know as Twitter. Three guiding principles of this

45

innovative idea are simplicity, constraint and craftsmanship. Jack had an early fascination with cities and how they work, so he would always carry maps around with him. His attraction with mass-transit and how cities function led him to taking advantage of public transit databases in Manhattan. He built off of his original idea that gave meaning to his overall concept. His idea make clear though working on dispatch software, programming real-time messaging systems for couriers, taxis, and emergency vehicles. Jack Dorseys experience helped him see his idea in a completely new perspective. Taking his seedling of an idea that would update friends of his status, Dorsey completed several field tests before recognizing that the technology available
46

didnt support his innovative idea. There are times when putting off a project is irrefutable. Jack Dorsey originally came up with his idea in the year 2000 but wasnt able to execute effectively until 8 years later. Jack was effective in not letting his idea sit for too long but instead taking action when technology would let it thrive.
Conclusion

Making ideas happen isnt easy and requires patience, determination and hard work. The most important part of it is not just coming up with a promising concept, but rather rethinking it over and over again, implementing it and then putting it to practice. Most inventions come from necessity, so pay attention to small problems in your environment and find simple solutions to these problems. Do not sit idle on the idea
47

 act instead. Take opposing thoughts and resolve them in your innovative designs. And keep innovating all the time, one step at a time. The time will pass, and if you have some luck, you will see your idea growing, flourishing and maybe even turning into a real success. So what are you waiting for?
Further Resources

Here are further articles and related resources: Five Tips For Making Ideas Happen Creative types have a problem. We have so many great ideas, but most of them never see the light of day. Some creative people and teams are able to defy the odds and make their ideas happen, time and again. 99 Excuses For NOT Making Ideas Happen
48

If youre NOT doing something, what does it matter why? See what their readers feel are the most common excuses for NOT making ideas happen. Executing Ideas Often is Difficult for Leaders Strategy is too often just a bad joke (with allusions to Dilberts pointy-haired boss) among the working-level people who actually produce the products, provide the service and generate the profit. How Do You Keep, Develop and Execute Ideas? There are so-called serial entrepreneurs who are fond of jumping from one great execution of an idea to another. And more often than not, they gain much experienceand moneyin the process.
49

Ideas Are Not Innovation Continuous innovation is critical to most businesses, and your is no exception. Innovation must be woven into the very fabric of your culture. The 3 Most Common Mistakes When Growing an Idea into a Business Sometimes this energy and excitement can be blinding. Some people are so tremendously passionate, yet lack the ability to take ownership and really get things done. Tags:IdeasInnovationInspiration

50

51