If you are what you eat, what does your reading selection say about you?

In a world where the feeling of information overload resonates with nearly all working in education, some of CORE Education’s most ferocious readers have reviewed their best professional read of 2016 in the hope we can help with any feeling of ‘infowhelm’ you may have.

Our curated What are we reading — the best of 2016 professional reading list is a snapshot of recent and current literature which has been added to our CORE Library collection. This collection — a mix of print, e-readings, and research — supports our CORE whānau to keep current and innovative, as we work across Aotearoa’s schools, kura, and centres.

Your local public library can get you a copy of any of the books reviewed here, if your school library’s Professional Development Collection doesn’t.

Happy Reading!

 

The Five Dysfunctions of a Team: A Leadership Fable — Patrick Lencioni, Jossey Bass. Wiley, 2002.

Every organisation within and outside of education faces, at some point, the need to address issues around trust, conflict, commitment, accountability, or results. In fact, these are areas we continually work on, in, and across our teams. Lencioni’s work promotes these five areas as the necessary components of a successful, functioning team. If any are absent, a team will not be successful in achieving its common goal or desired results.

The Five Dysfunctions of a Team is an easy-to-read fable created by Lencioni to illustrate his theory in real terms for leaders, or for anyone working in, or with, collaborative groups or teams. The fable follows the efforts of a newly-appointed leader who has been introduced to an organisation with several dysfunctional practices. She uses Lencioni’s theory to observe the staff and then to slowly address their areas of need in terms of working successfully as a team. There are challenges along the way — as there always are when working with other people — and the fable shows practical ways to introduce the model and then address the five dysfunctions. At the end of the fable, Lencioni provides a series of chapters outlining the five dysfunctions in detail, along with some strategies for leaders.

CORE facilitators use this book to support CoLs, Clusters, teaching teams, and many other groups, both within the CORE Whānau and with our clients. Facilitation, teaching, and educational leadership are all human-centred professions, and this book shows you in clear, easy-to-understand ways how to ensure that you can be part of, or lead, highly collaborative groups. Combine this theory with your organisation’s cultural values and with our tikanga Māori — for example, using a wānanga setting to build teamwork — and you can build powerful, connected teams. (Also available on Audible as an audiobook)

Reviewed by Rebbecca Sweeney

Coherence: The Right Drivers in Action for Schools, Districts, and Systems — Michael Fullan & Joanna Quinn. Corwin, 2016

Before I had even started Chapter 3, I had pulled several valuable quotes from Michael Fullan and Joanna Quinn’s book, Coherence (2016), for proposals and papers! It is deceptively easy to read, with a framework, detailed examples, infographics, and guidelines. The book, I feel, would support facilitators, kaiako/educators, and leaders/kaiarataki to work with demanding political requirements, while also building the conditions for genuine change, shared aspirations … and learning — with the learner very firmly at the centre —  “…through purposeful action and interaction, working on capacity, clarity, precision of practice, transparency, monitoring of progress, and continuous correction“.

Some of the recommendations for leaders include:

1. Engage as a co-learner;
2. Support the growth of leadership from the middle
3. Recognise that “shifting practices” will come from all areas of an organisation;
4. Balance push and pull strategies;
5. Create “safe places for risk taking”; and,
6. Encourage the growth of human capacity in every way possible.

Fullan and Quinn define coherence as the “[s]hared depth of understanding about the purpose and nature of the work“, as opposed to structure, alignment, and strategy. Their framework for coherence making is based on 1) focusing direction, 2) cultivating collaborative cultures, 3) deepening learning, and 4) securing accountability. To achieve coherence, all four need to be “addressed simultaneously and continuously”. There is plenty of room built in for the human factor within the change process, including the recognition that many in the education profession are working “under conditions of overload, fragmentation and policy churn“.

There are also, for me, some insightful ‘myth busters’, including a sometimes misplaced notion that to “gel under the reality of action” collaboration is the key. However, although important, “collaboration as an end in itself is a waste of time”. To make sure that collaboration is effective it also requires the “discipline and specificity of collective deliberation”. The people who are involved in the collaboration need to have a clear idea of why they are collaborating, to the point where everyone in the kura / school / centre or region can “talk the walk” (i.e., articulate the key ideas and actions behind any initiative for change).

By the time I had finished reading the book, it was bristling with the little stickies I use to mark nuggets of ‘idea gold’. The picture presented by Coherence grew as I read it and the pieces all started to gain detail and colour. I would highly recommend this as a quick read — and then something to return to for a follow up read!

Reviewed by Hazel Owen

 

Change: Learn to Love It, Learn to Lead It by Gerver, Richard (2013) Paperback — Richard Gerver. Portfolio, 2013.

An interesting year indeed, for me, in terms of reading. I have borrowed more books than ever before and read less. I refuse to enter the ‘busyness-trap’-type discussion, I just think I am changing as a reader. I skim and scan, I read online, I devour magazines and articles, and I enjoy reading for pleasure, losing myself in a book that is as far removed from my real life as possible. Having said that, I have a stack of partially read books that I can’t wait to dive into as the end of year chaos settles…

Our educational landscape is undergoing change at a fast rate of knots, and my reading choice of late aligns with the change theme:

Change: learn to love it, learn to lead it by Richard Gerver is a great easy read. It reads as if Gerver is speaking directly to the reader, inspiring, empowering, and encouraging. Following a carefully woven path; from exploring change, to questioning change; to developing and leading change, this book is a refreshing read in changing times. Sharing and reflecting on his journey, Gerver invites us to welcome change.

This book speaks to me as a facilitator, an educator, and personally; encouraging and embracing change with a hunger for continuous improvement.

Whatever you are grappling with now, I thoroughly recommend that you read Richard’s Change, to help you reflect on where you’ve come from and maybe set some new pathways and goals.

Reviewed by Anne Kenneally

 

Purple Cow, New Edition: Transform Your Business by Being Remarkable — Seth Godin. Penguin, 2005

I came across this book when I was in the States and it seemed very apt for where CORE is as we transition from a company focused on Ministry of Education contracts, to one operating in an increasingly competitive environment.

The main premise of Godin’s argument focuses on the need to be remarkable or become invisible in a hectic marketplace. Godin has taken the 7 P’s of marketing principles (price, product, promotion etc) and added the ‘Purple Cow’ as a way of standing out in a crowd.

For Godin, though, it is deeper than how you promote yourself — it isn’t about painting any old cow purple, it is about developing something so fundamentally different it will become a purple cow. It’s about pushing the boundaries right from the conception of an idea.

The book is quite small, and at first glance seems like an easy read, but it is packed with great insights and examples of modern marketing which certainly get you thinking. In fact, I think it is worth a second read after a few months to ensure you have digested all those ideas and mulled on how you could adapt them.

A couple of key takeaways to whet your appetite:
“It’s much riskier to be safe and blend in with the masses, and it’s safer to be risky and set yourself apart from the rest” – whilst it is scary to be brave and take risks, it should be safer for the business in the long-run to take some well thought-out risks.

And then there are the sneezers — someone who spreads an “ideavirus.” They’re more than willing to tell the world about an awesome product or service, and every market needs them. — our role is to find and woo sneezers.

It is an enjoyable book, and one I would encourage anyone to read if they are interested in how we need to position ourselves in this challenging new market.

Reviewed by Ali Hughes

 

Simple Habits for Complex Times: Powerful Practices for Leaders — Jennifer Garvey Berger and Keith Johnstone. Stanford University Press, 2015

This book has a simple and practical message —  ask different questions; seek multiple perspectives; and understand the system. The writers suggest that developing these habits helps leaders move from ‘managing the probable’ to ‘leading the possible.’ I’d suggest these habits of mind are useful for everyone. I had to buy my own copy of the book as I had so many yellow stickies in the first few pages of the CORE copy. Now I’ve got a well dog-eared version.

The book powerfully uses storytelling, and is a bit of a page turner as you get involved in the lives of the protagonists. Their story is interwoven with the lessons about putting the simple habits into practice — by knowing yourself, breaking the old habits, and trying something new (all not so simple). The chapter headings are also wonderful draw cards. For example, ‘Make rational use of human irrationality’, ‘Grow your people to be bigger than your problems.’

The writers know their stuff — all theory is referenced; and they know New Zealanders — they have worked closely with government and industry leaders. They are kind to each other and kind to the leaders represented in the book. I’m recommending this one to everyone at the moment.

Reviewed by Carolyn English

 

Design Driven Innovation: Changing the Rules of Competition by Radically Innovating What Things Mean — Roberto Verganti. Harvard Business Press, 2009.

Innovation in industry has focused broadly on two strategies. One is the radical improvement in product performance pushed by breakthrough technologies. The other is improved product performance based on users’ needs. Both strategies focus on improving a product or service. With its user-centred approach, however, the latter strategy sits within the realm of ‘design-thinking’.

In his book, Design-Driven Innovation, Roberto Verganti suggests a third strategy: the radical innovation on the meaning of a product. This approach, he suggests, creates ‘disruption’ in the market. Think of Apple with its design and release of the first smartphone (the iPhone). Apple innovated on the meaning of an existing product. In doing so, it pushed the possibilities of technology and created a new market. People embraced this change quickly. They then viewed, used, and engaged with their mobile phones in a completely different, new, and ‘smarter’ way. It was unexpected and it ‘disrupted’ the mobile phone market. An entire industry then followed Apple’s lead.

In terms of education, design thinking, can be a useful strategy to change and shape the systems that have a direct impact on policy-making and educational practice. With its user-centred focus (student, leader, teacher, parent…), it enables innovative, but often incremental change. However, Verganti argues that it is limited by the parameters that are defined by a user’s current beliefs, values, knowledge, and experiences. Incremental change in education has real value, but, with its reliance on a user-focus, do we only design different ways of implementing change based on old systems and processes, improving upon our own and others’ outdated ideas and beliefs? Is this type of change too slow? Is it truly effective? Is it enough?

Even though Design-Driven Innovation is not an educational book, it really made me think about the ideas presented in the context of education. The world around us is changing rapidly. For our children’s sake, do we keep relying on an incremental approach to changing education? Can we afford to rely on a user-focus? Or do we design something that is totally out of people’s realm of thinking? Like Apple did with its innovative new products introduced in 2007, disrupting the mobile phone market. Should educators and policymakers break away totally from past and present ideologies to disrupt the status quo? Are we too busy innovating on the form and function of products and services within education, and have we neglected to look deeper and innovate on the meaning of education? Furthermore, if we were to do this, what would it look like? Is the education system ready for disruptive innovation? Do we have a choice?

Reviewed by Fionna Wright
http://www.core-ed.org/about-core/our-team/content-design-and-development/fionna-wright

 

Just Listen: Discover the Secret to Getting Through to Absolutely Anyone — Mark Goulston. Amcon, 2010

Every day we talk to different people about different things, but actually, how effective are we at understanding other people’s needs, and helping them to understand ours? This book was definitely my ‘best read of the year’. Once I finished it I started again at the beginning. I wanted to be able to remember each page word for word. I wanted to be able to remember each strategy and each occasion to use each strategy.

This is a very easy and engaging read. You will find yourself thinking of different people as the author helps you to look at yourself, and how your communication style may not actually be helping you get through to the different people you need to communicate with. Whether you are engaging with adults or children, in business, in schools, or in your personal life, this book will have something for everyone.

Reviewed by Jane Nicholls

 

 

The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity — George Couros. Dave Burgess Consulting, 2015.

If you are familiar with Carol Dweck’s concept of growth mindset, and the power of ‘not yet’, or perhaps John Hattie’s mind frames, then The Innovator’s Mindset is for you. Starting with questions, with the learner firmly at the centre, Couros challenges educators to consider:

“What is best for this learner?”

The book is clearly structured, with questions for discussion at the end of each chapter. These serve as critical self-review, and opportunities to identify next steps. A taster of topics covered include: relationships, leadership, culture and overcoming barriers to innovation in education. One thing that resonates well with me is the ‘Less is more’, a concept that we need to address if we want quality education that empowers our future learners. Couros starts with knowing WHY we must change, and identifies eight characteristics of an Innovator’s Mindset:

 

Image: @gcouros @sylviaduckworth

As an aside, I took the opportunity to participate in the inaugural #Innovators Mindset MOOC #IMMOOC earlier this year. I highly recommend this as Couros is planning to run round two from February 2017. You may wish to read more here. Also, subscribe to George Couros’s blog here.

In summary, the by-line of the text summarises why you might want to add The Innovator’s Mindset to your professional reading. Educators and leaders — what are you waiting for?
‘Empower Learning, Unleash Talent and Lead a Culture of Creativity’

Reviewed by Joanne Robson

 

UDL in the Cloud!: How to Design and Deliver Online Education Using Universal Design for Learning — Katie Novak & Tom Thibodeau. Cast Professional Publishing, 2016.

UDL in the Cloud!: How to Design and Deliver Online Education Using Universal Design for LearningAs a facilitator of blended learning, I found this book a MUST Read! I particularly liked the daughter/father team approach, and the practical nature of the book, with useful tips throughout. For example, to build engagement online, offer multiple ways of getting to know your learners. What about a 6-minute video, or an online survey where learners can share goals; how they might manage their time, and ways to measure the impact of their learning.

‘UDL assumes learner variability’ (p. 165)

To ensure we are motivating, engaging, and connecting all our learners, Novak encourages us to explore learning in a meaningful, authentic way, to ensure learners are encouraged to think critically and be creative. Facilitators need to consider their social and cognitive presence in an online environment, alongside the learners themselves. Novak asks us to consider:

What do you want your learners to remember in two years’ time?

I highly recommend this book for those embarking on online/blended facilitation, developing online courses, and anyone who wishes to ensure that their learning environment is inclusive, for all.

Reviewed by Joanne Robson

 

 

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Feature image: Fractal-imagination — CC0 Public Domain

 

 

Laundry, Libraries and Literacy. Which is the odd one out?

The answer may depend on where in the world you are reading this.

Khayelitsha is an informal township 30km from Cape Town on the Western Cape Flat. In the 1950s, South Africa’s race-based legislation such as the Group Areas Act and pass laws forced non-white people out of Cape Town’s urban areas and designated them for white people only. Known as “apartheid‘s dumping ground”, Khayelitsha and the surrounding informal settlements on the Cape Flats were made home to non-white people, and continue to be a legacy of the Apartheid government.

Today, 21 years after democracy, Khayelitsha is Cape Town’s biggest township and home to between 300,000 and three million people depending on whom you ask. It’s not part of the usual Cape Town tourist circuit of beautiful beaches, wineries, eateries, and landmarks.

It could be said, it’s deliberately out of sight to be out of mind.

CC 0 By Paula Eskett (Own work)

A day in the life of

If you’re a woman in Khayelitsha, it’s likely you will spend close to nine hours a week hand washing your family’s clothes. Your shack may not have water, which means (statistically) you’ll be walking 200 metres to collect the water for your washing, or you may be lucky enough to share an outside cold water tap with a neighbour. For the women and mothers of the Cape Flats, the onerous task of laundry takes its toll on the amount of quality time able to be spent connecting and teaching their children.

Libromat is born

Image source: Paula Eskett (Own work) [CC BY]

In 2015, the Hult Prize offered $1 million award for young social entrepreneurs tackling some of the world’s biggest problems. The 2015 challenge: to provide self-sustainable education to impoverished urban areas. Five social entrepreneurs from Oxford University with extensive backgrounds in childhood education and inspired by a Cape Town research project focusing onThe impact of dialogic book-sharing training on infant language and attention (interactive book sharing), pooled their talents to apply for the fund.

Their idea for a Libromat was born.

Libromat supporting literacy

Iminathi Educare was the pilot site for the first Libromat in 2015.An inspiring preschool run by the Thokozani Brothers, a grassroots youth development organisation that use the performing arts as an entry point to engage youth in education and positive youth development based in Khayelitsha.

Mhlangabezi Masizana and his wife Lindelwa started the Thokozani Centre in response to the specific problems confronting their community.

“Better to build a child than repair an adult”
Mhlangebezi Masizana — Director, Thokozani Brothers.

Children at the early childhood centre Eminathi Educare [Photo source: Paula Eskett (Own work) [CC BY]

As the morning dawns, parents drop their children off at the early childhood education centre (Iminathi Educare). As the day progresses, families visit the centre to use the laundry services and children’s library, and receive mentorship from the dedicated librarians on site through Libromat. In the afternoon, the centre is used as a homework club run by volunteers from the community; and as evening begins to set the youth choir rehearses. Finally, at night and on weekends, the centre is used for community meetings. ¹

The Libromat is a combination of training hub, library and Laundromat, encouraging and teaching parents how to share and enjoy picture books with their children, while using low-cost washing machines to complete the family washing. For many participants, this is a daunting, and often intimidating, prospect as they, themselves, may be unable to read.

For four weeks, Libromat offers courses on book sharing between parents and children. Lessons start with videos clips that teach parents techniques like pointing at and naming key objects, connecting pictures in the books to familiar things, and taking opportunities to talk about feelings and emotions with their child. Then parents practice these techniques and receive immediate feedback from two women in the community trained at a nearby university. ²

Within a few weeks, the programme has shown marked improvements in

• Children’s language
• Children’s concentration
• Children’s social understanding
• Parent’s responsiveness
• Parent’s sensitivity ³

“I am a working mother, so more often than not I am tired. But now, I make time to share something in a book with my daughter every night. There was not much communication before. I see her drawing closer to me.”
Ntomboxolo – Mother, 34

15 Rand roughly equals NZ $1.40 [Image source: Paula Eskett (Own work) [CC BY]

Although they were not the overall winner, a $200,000 donation enabled them to bring their inspired idea to life to contribute to improving the literacy outcomes of young people in the Cape Flats.

There is now second Libromat  co-located with a public library in Nyanga, also on the Cape Flats and a new Iminathi Educare / Thokozani Youth Centre as a key project for Uthando in 2016.

Uthando is the Zulu word for Love

CC0 Public Domain Ben Kerckx https://pixabay.com/en/users/Ben_Kerckx-69781/

I had the incredible opportunity to discover the Libromat and Imanthi Educare because I took part in a Philanthropic Cultural Tour with Uthando. James Fernie and Xolani Maseko run Uthando South Africa, together they work with committed locals. Through their not-for-profit work, which includes an enormous number of grassroot projects, they are truly changing lives. It is difficult to write about this inspiring organisation without emotions beginning to flow.

My half day tour to Khayelitsha was a truly life changing experience.

While writing this blog post, New Zealand’s housing crisis, Auckland in particular, has been very much in our news. In June, John Campbell’s CheckPoint’s programme featured an interview with eleven-year-old-T.A. Her story, and that of her family reached into hearts and minds of New Zealanders across the country. The family of eight had been living in their van since February. When asked what she wanted most in the world, T.A replied “A library” She said the hardest thing in her life was “not being able to read”. With eight people living in their van “ they’re all up in my face. There’s no light either, I can’t waste the (van) battery, so I can’t read”.

It’s hard to comprehend that in 2016, children in New Zealand and Khayelitisha have more in common than we would like.

Literacy’s SuperHero Cape

CC0 Public Domain Prawny https://pixabay.com/en/users/Prawny-162579/

There is abundant research citing evidence that proves beyond any doubt that literacy and being literate changes lives.

LIANZA’s  recent GoodE literacy event hosted Miranda McKearney in New Zealand.  British social justice entrepreneur, reading advocate, founder of The Reading Agency who recently set up The Empathy Lab, Miranda’s message (underpinned by research) is  — literacy and being literate changes lives.

• “Cognitive development is massively sped up with reading for pleasure”
• “Kids who read for pleasure and do lots of it, the research shows that’s more important for life progress than parents level of education or their socio-economic background.”
• “If you have a difficult or disadvantaged start but you love reading, you have a huge chance to bust of that difficult start”
• “Reading for pleasure has a proven poverty busting dimension”

Miranda’s powerful Radio New Zealand interview also talks about reading and empathy.

OECD research shows reading for pleasure is the single most important indicator of a child’s future success. Proficiency in reading is crucial for individuals to make sense of the world they live in and to continue learning throughout their lives.
– Pisa in Focus ⁴

Literacy’s importance is not restricted to childhood; it plays a vital role in our adult world too:

• communicating online
• collaborating online
• transactions with government
• e-commerce, and more.

If you can’t read in the 21st century, you’re seriously disadvantaged.

Adolescents entering the adult world in the 21st C will need to read and write more than at any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens, and conduct their personal lives. They will need literacy to cope with the flood of information they will find everywhere they turn. They will need literacy to feed their imaginations, so they can create the world of the future. In a complex, and sometimes dangerous world, the ability to read can be crucial.
International Reading Association, (Moore et al, 1999, p3 as cited by Clark & Rumbold, 2006).

The Challenge

We have the evidence that proves reading and being literate changes lives. But, for many, poverty, access to libraries, books, and resources continues to be an unfair barrier. Decision makers, holders of the public pursue, designers, and those privileged and trusted with making the decisions that will determine the existence  — or not,  to Library services of the future, you have a great responsibility.

The shoes you may walk in, and lives you lead may not be those of the children and communities you are making decisions for and about. At the end of the day, you hold the ultimate power to make the decisions that will continue to impact on those children, families, and communities.

A rebuilt school designed without a school library, or a public library closed down, removes from that school and community all the potential a cultural, social, and academic hub offers. These decisions, often presented as the result of a tight fiscal policy, say as much about decision-makers’ lack of insight, understanding, awareness, and potential that 21st century libraries offer the people they are employed to service.

Those leaders owe communities the promise that they will acknowledge, try to understand, and walk in their shoes as you make decisions about services and spaces that you yourself may never use, but for people  like T.A in Auckland and Ntomboxolo in Khayelitsha, they change lives.

“A library in the middle of a community is a cross between an emergency exit, a life raft and a festival. They are cathedrals of the mind; hospitals of the soul; theme parks of the imagination. On a cold, rainy island, they are the only sheltered public spaces where you are not a consumer, but a citizen, instead. A human with a brain and a heart and a desire to be uplifted, rather than a customer with a credit card and an inchoate “need” for “stuff.” A mall—the shops—are places where your money makes the wealthy wealthier. But a library is where the wealthy’s taxes pay for you to become a little more extraordinary, instead. A satisfying reversal. A balancing of the power. ⁵ “
– Caitlin Moran

Further reading:

• Rinse, Spin, Read To Kids: It’s A Mashup Of Laundromat and Library – NPR
• Libromat frees women from laundry to read with their families – Inhabitat
• Libromat: A New Approach to Early Childhood Development – Ayiba Magazine
• LIANZA Libraries in Aotearoa 2016

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¹ James Fernie Uthando https://www.facebook.com/groups/212073008812776/

² http://www.npr.org/sections/goatsandsoda/2015/10/27/452210361/rinse-spin-read-to-kids-its-a-mash-up-of-laundromat-and-library

³   http://www.libromat.com/about.html

⁴ https://www.oecd.org/pisa/pisaproducts/pisainfocus/48624701.pdf

⁵ http://www.huffingtonpost.com/caitlin-moran/libraries-cathedrals-of-o_b_2103362.html