paddling the waters our journey to ako atea

Paddling the Waters: Our Journey to Ako Ātea

Lee Rowe Bay of Plenty Polytechnic @leerowe

Ako Ātea – a tributary of Ako Awe

Ako: to learn, study, instruct, teach, advise

Awe: strength, power, influence

Ātea: clear, free from obstruction

Session Overview

• Drivers for change

• Explanation of model

• Successes & challenges

• Skills & Leadership

Easy paddle by Topshampatti on Flickr CC

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

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

Student Profile

Student Profile

Drivers for Change to Ako Awe

Educational

Political

Socio-Cultural

Educational

Changing pedagogies

IT support

Library and Learning Support services

Political

Educational Performance Indicators – EPIs:

Completion rates

Māori and Pacifika achievement

Progression to higher qualifications

Sharpens our focus on what’s important: student success

Socio-Cultural

Disadvantaged learners

Equity

Māori Learner Outcomes

Te Waka Hourua

Ako Awe

Manifestation of Te Waka Houruaprogramme and institutional values:

ManaakitangaWhanaungatangaKotahitanga

Ako Awhina and Ako Ātea

Ako Awe and its tributaries

Glacial flow by Vernspics on Flickr CC

Ako Ātea: reconfiguration of a traditional

library & learning centre

into a new learning

commons

From book repositories tocommunity hubs

Flexible spaces

Students determine

the learning &

social dynamic

Ako Ātea – Facilitators working with students in open space

Focus on whanaungatanga – supportive relationships.

Ako Ātea : a safe space

Ako Āteaa

relaxing space

Fostering conversation, sharing and connection

• 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).

Welcoming and safe environmentTe Ao Māori

Ambiguity – risky, but can lead to innovation, e.g. Breakfast Club

Is it working?

• Student perceptions

• Staff perceptions

• Foot traffic higher, Māori learners a significant presence

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.

What about the students?.

Shane

and

Mariana

• 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

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).

New Zealand River by Abaconda on Flickr CC

Ako Āteaacts as a connector

Kia ora

Questions?

Easy paddle by Topshampatti on Flickr CC

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/