 Kia ora, Tatao. I'm Kirsty Faap within. Elizabeth and I are going to talk to you today. I just wanted to say hello to start. We're doing some of the slides each. I wanted to thank Adam for setting such a fabulous scene for what we're going to talk about. Sadly, our slides aren't quite as gorgeous as his, but a lot of the themes that he identified came through and this project we're going to talk about, which is working with the education sector and how to use artefacts and collections of the glam sector. Kia ora, Koutou. Thanks, Kirsty. I'm Elizabeth Jones and it's great to be here with one of the partners. So Kirsty and I are representing two of the partners, but there are actually a number of others and I think in the audience we've probably got some of the people who are involved from Ministry of Culture and Heritage as well as others. So what was this project about? It was about, first of all, resources of all types. Although it was called increasingly digital, it actually was really an attempt to think about digital alongside every other kind of resource, place, people, physical, multi-sensory resources, print, and to really explore this question. So there were two big parts to the project. This question and creating the space for collaborative practice in a way that in some cases was quite radical because we were using a lot of different lenses to explore this question. So what is it, oops, just trying to see here, what and why of this question? So as Kirsty said, it was really interesting to hear what Adam had to say and in fact a lot of the other speakers because we were really approaching it from a different perspective at a time when most young people are actually overwhelmed and inundated with information. There's no shortage of information and knowledge and learning resources. In many ways they're actually kind of drowning in a bit of a digital sea. We wanted to really explore, is it about creating more and more content or should we try and understand how teachers and students actually go about discovering and accessing content, but more importantly how do they use it and what is the role of resources in taking you beyond being informed to really asking deeper questions, to be inspired to do something. So this was really about in a way coming to the other side and looking at engagement and learning. We did decide to focus it in on Aotearoa and New Zealand resources because that is of growing interest to the education sector and is something that connected all three of the partners, Ministry of Culture and Heritage, Ministry of Ed and of course National Library. I should say there were a number of other partners including our research partner, the New Zealand Council for Educational Research and also we had the involvement of New Zealand Rise and New Zealand Tech, particularly Ed Tech. So why does this matter, this question? For all of us, we're really conscious that we provide resources in different ways. The whole ecosystem surrounding resources is pretty fragmented. There are many channels, they don't necessarily reference each other for many schools and we know this from our own experience. Despite the wealth of knowledge and resources, there can be classrooms that never get beyond the very surface level of Google. So we really felt we had a responsibility to do a better job in looking at how we could work together in dialogue and with schools and kura to look at what are the key barriers and the opportunities and how can resources and content be much more powerful in the lives of young people. So that really led us onto the nature of the project. So there were five work streams. The first one was to actually work directly with schools and kura and that was interesting in itself because we were working with secondary, primary, large, small, urban rural and also bringing Māori medium and English together is not that common and that involved supporting them actually out there in their communities but also bringing people together for hui along with experts and people from other agencies to really explore the power of resources. In this case we did it at National Library but it also meant actually involving them in the design and thinking about what they really needed. So that was one part of it and those case studies have been written up by the NZ Council for Educational Research and that will be available. Then there was a survey. So the case studies were a deep dive. The survey was to ask more broadly, what do you need teachers? Where do you go? What are the barriers? What do you not feel confident about? How do you feel about teaching New Zealand history and histories of Aotearoa? What is your use of libraries? Where do you actually get resources from? So that gave us a snapshot across the country. The third one is about, just checking my order, resource development in Te Reo and English. So we didn't do a lot. This was not about creating a lot of content but we did want to actually work together to see what are the kinds of formats that might be really useful for young age teachers and students from current schools and that. And interestingly, one of the key things is a lot of that was not about digital, which we'll come back to. The fourth piece was resource research and development. So that was looking at the data. We looked at where are people coming from, looking at key sites, looking at what are they asking for, what terms do they use, what kind of connection is there across different sites like National Library to Arah, happening with TKI, which is the Ministry of Ed's portal. So that was... We really only started to scratch the surface of what's starting to come through that. We were lucky to have the support and expertise of Chris McDowell working on that project and some exciting stuff there. We also used the opportunity to have a look at students' experience by using transcripts of any question service, which is a different thing. That was less about kind of big data and more about small data. It was actually looking at the emotional experience of young people when they are trying to find content, their frustrations, their reliefs, their anxieties, their confusions, and that was a really interesting piece of work that we will also build on. And the last one was to explore future learning environments. We are still doing that. That's about trying to... We had a lot around utopias and dystopias, but really it's about how can we leverage something that we're doing in real dialogue with everyone who really wants to be powered to learn and to be inspired to contribute to their communities and to have more flourishing futures. We need to do better as a system. So those were the components. Very, very quickly. I won't go through all of these, but these are some of the initial findings. Huge variation between schools. That was about access and confidence and awareness and even a sense of it being a valuable tool. I thought of that and came down to not actually having had the opportunity. There were also big differences between kura in particular who were very strong in using place and people, so very good at place-based pedagogy, but very much less likely to use digital and print as opposed to most of the mainstream schools who were more confident with some of the existing tools and resources that our agencies provide, but often still at a very surface level. So one of the big things was absolutely improving discoverability. I guess the big thing is don't think put it out there and they will come. Actually they're not coming, really, and an awful lot of time-poor teachers and students and go and look this up and they are on Google, which gives them the illusion of ultimate access and they really never find a lot of the great stuff. So a lot of it was about actually really being out there in those communities. It was the importance of the personal connection to make the content relevant. It was a big part of it. So it's not just improving discoverability across websites, it was also really bringing it to the people who lived learning experience of those kids. So that led also to the idea of a real value around curation and tools that actually putting a whole lot of stuff out there and people finding it. There was a real interest in having experts, if you like, or people whose job it is to work in this area to really model and exemplify and create tools and scaffolding to help busy teachers actually really come across great stuff and use it well. What else? That also related to the difficulty for both teachers and students in terms of really good research skills and a lot of that has shown up in the data as well. In terms of resources, one of the big takeaways is we don't just want digital in an increasingly digital environment, we want print, multi-sensory, we want artefacts, we want people, we want places and it really confirmed this idea of a very rich kind of ecosystem of knowledge sources and resources and led to a lot of discussion about the idea of when is print, for example, the perfect format for a particular kind of learning, when is digital really good, when is it the most powerful thing is to actually go outside and think about what you're doing in the local environment. So a lot of the discussion was around that, just to really consider where digital sits as a kind of amplifier to make all of that both more powerful and to take learners further. The very strong message, which won't be new to probably anyone here about the need for developing content resources from a Maori perspective and not translated, that was particularly strong with the kura, who very much their whole kopapa in terms of how they learn is based on very much their world view and a Maori knowledge system. There was also clear challenges around the lack of resources generally in Te Reo Maori and also a lack of resources at a junior level, generally. Particularly in the digital space. The other thing was local based learning. So again, this is not new because I think it's becoming more important. If we think about things like the Treaty or Tuia, what communities, what students and teachers both said they mostly wanted was hyperlocal. So they wanted access to the personal narrative, the lost stories, the things that connected their community, their school, their own lives to that event. And I think there's huge opportunity there to see what we can do as a sector and making those stories come to life. That was a really strong piece of feedback. And finally, just to say, questions are the key technology. So the really important part of what it means to have really rich, powerful, open-ended questions at the forefront of learning. So it's not about providing content and you've got all the stuff you need. It's about actually what is the really rich question here that actually isn't itself the catalyst and the motivator to go deeper and further. That came through really, really strongly. I'll hand over to Kirsty, but just to say and you probably, you won't really be able to see this, but this is just a glimpse of the search behaviour stuff. We've got many of these visualisations. The one there that which is about looking at the analytics and where people are coming from, the exploring student experience one is showing, using emoticons, what was going on for students as they were interacting with an online librarian trying to fulfil their information needs. And I will hand over to Kirsty. So as Elizabeth said, we made a few resources during this project in response to what the kura and schools told us. And Elizabeth also mentioned that particularly the kura wanted really hyperlocal stories. So we teamed up there. They wanted to tell stories. We worked with some kura up in Northland. They wanted to tell some stories of some Ngapuhi tupuna. So we helped them with that and then produced the biographies digitally. The digital access meant that a local story could be shared more broadly with other Ngapuhi throughout the country. And also, the digital version of it had an audio track so that helped address that issue that Elizabeth mentioned of having content that was accessible for younger audiences who might not yet have very highly developed literacy skills. So that was a very local resource that we developed for Māori Medium. For English Medium, in talking with schools, what they said that they would really help them would be examples of how to use particular artefacts. So we made what we called these curiosity cards, which are actually a print resource but it is also available online. There it is. On the National Library website. So they had on the front some images from the National Library collection and on the back they had some questions which are called fertile questions and you may or may not have come across the concept of fertile questions before. But those are those very powerful questions referred to that really are very open-ended. They really support inquiry learning and get the students to think beyond just what's the content that I have to consume. One of the things that came through when we talked to schools is the danger of Google and when students think that learning is Googling something and then cutting and pasting that into the essay. You know, that's not learning at all. That's just learning information but it's not learning to think. It's not developing cognitive skills, problem-solving skills. It's not really developing much depth of knowledge about what that content means for me, for my community, for where I stand, for what my personal history is. So if you've not come across fertile questions before, on the National Library website there's some videos in the services to schools section and Andera talks about what fertile questions are a wonderful way to get students thinking in quite kind of creative and destabilising ways. Also on the fertile questions there's a link to the Digital New Zealand website which Adam also mentioned is a great way of content being shared through a variety of different channels. So what did we learn from this project? We've got a few slides about project insights. Elizabeth said that we worked a bit on future thinking methodologies and what we found in those future thinking methodologies is that usually what you think is going to happen in the future depends on what you believe in now. So if you listen to tech companies who usually get quite a lot of airtime about the future they're talking about the technical future because that's what they believe in and that's what their business is. So one has to be aware of the biases of future predictions and futurists. The things that we thought were really important was the Government's stewardship role. So in the Ministry of Education it's not possible for us to provide all the content that a student needs as they go through their education pathway and we certainly can't do it without institutions like you who are such key content partners for the education sector. Where the Government does have an important role is in making sure schools and students can access the content. So we will continue to have a role in that. You'll be well aware of the demographic predictions about New Zealand continuing to become more diverse and so therefore we need to provide more diverse perspectives, more diverse content that's meaningful to those audiences. You'll also not be surprised that Te Reo Maori is going to continue to increasingly shape New Zealand and we need to make sure that our education system and the resources that we can provide can respond to that. And certainly we've found in some of the resources that we've been producing more recently we need to turn the dial and increasingly show more of a Māori perspective rather than just a Crown or Pākehā perspective and that can be particularly important for institutions such as Government or Crown institutions that might have a particular biased view. For those of you who work in museum education you'll be familiar with the concept of full curriculum. The front of our curriculum is very much about 21st century skills, dispositional skills, social competencies. The back of the curriculum is about the traditional academic subjects and the areas. There's much more of a focus now on making sure students experience that full curriculum. So all that stuff about identity, belonging, contributing, working in teams that kind of stuff. A lot of it is what the current Government is picking up under the kind of wellbeing umbrella. So that's going to become more and more important in education and what's important for people or organisations that are repositories of content is not just about transmitting content knowledge from an expert to a student, but rather how do they develop those skills about how to live successfully in society, know who they are, where they stand and what their contribution is. There's going to a continuous learning, a greater recognition of lifelong learning that it's not as though students go through the education system and then get spat out and they stop learning, they're just doing. So how can key content collections support that? Equity, we increasingly need to really focus on trying to address social and economic disparities and in the selection of schools and kura, we really made an effort to reach a great variety and learn from all of them because they have quite different challenges. Particularly the rural and remote schools have quite different challenges from the urban well connected schools. Well connected to institutions such as the glam sector whereas the rural and remote are often really rich in their connections with their local community. Nature of knowledge, growing complexity so certainly moving away from this idea that there is one right answer and supporting schools to have conversations about contested stories and contested histories. In some of our research around teaching New Zealand history we found, and you probably won't be surprised to hear this, that a lot of teachers lack confidence in dealing with local history where there will be different perspectives, there might be a sense of injustices that may or may not have been redressed and so something like teaching tutor history seems or English history is much safer but actually it's really important for our students that they are exposed to all those various different ideas and develop the skills in navigating them and working out why people have different perspectives and that they can all be valid. One of the reasons that we partnered with both Museum for Culture and Heritage and the National Library is that really key role that the glam sector have in the learning infrastructure and what we would want to trying to help understand is how we can better unlock the potential of those collections for education. And what came through really strongly and won't be surprised if you either see importance of whanau and community connections because they're the ones that have aspirations for their students and also that's where a lot of the local knowledge sits. So that was some of the stuff we found about the things we need to focus on in the future. We talked a bit about collaboration and Adam talked about that in the previous session too. Collaboration has got heaps of potential and we can collaborate at lots of different areas and at lots of different levels but it's not always easy and I think we possibly sailed into this thinking oh great we're all interested in the same things what a great opportunity to do this project together and then we kind of got a bit surprised when we hit a few bumps and some of the bumps were about the fact that we have different drivers so the National Library has got one kind of mandate education's got a different mandate culture and heritage have got a different mandate the tech agencies where our partners have slightly different drivers as well so it was important for us to realise that tensions may have come from those slightly different drivers rather than it was dysfunctional or difficult to work with or whatever it would have been quite easy to jump to those conclusions and walk off in a half. In order to overcome the tension of different drivers was the importance of developing a shared vision of what we were trying to do together. It takes resource and time collaboration does seem like a great idea I've got to wind it up collaboration seems like a great idea but it takes lots of resource and time I can see our undefeatable project manager Emma down there we had full time resources on the collaboration project so also be aware of that place your strengths and learn from each other and learn from each other's expertise what's coming up next we hope we can work together a bit more but we need to get that signed off by CEs and I'll leave you with the answers from the schools who took part in the project and can I say just one thing very quickly as it's lunchtime because there's lots in this project both Kirsty and I would be really happy to talk to anyone or answer any questions at lunch also we will be on the National Library stand where we can show you some of both the online and the print material if you're interested and I've just noticed that Emma who was the project manager was sitting in the audience and she didn't realise so thanks to Emma who did a lot of the corralling of this project thanks everyone