For this week’s module, I took notes using Padlet, largely because I really like the program and wanted more practice using it and so that I’m better prepared for incorporating it into my teaching and lessons in the future. The more comfortable I can get with the program, the more likely I will use it and see different ways to adapt it to my teaching and students. Below is a Padlet of my notes:
These readings really emphasized to me how much I want to transform my library into a learning commons. I feel like it is a perfect time to make this transformation. I’ve talked a bit before about how the long layoff/recall and bouncing around of teacher-librarians in our district has made a lot of schools somewhat ambivalent about the library and the teacher-librarians role. I think, deep down, they know its value, but it has become so uncertain and unreliable that its importance is being overlooked. I truly feel that making this transformation to a learning commons will help it be seen in a better light (and remind staff how important a learning commons is and how pivotal a role a teacher-librarian can play in a school).
As a learning commons, I would love to see students, staff, and parents coming in for different purposes. What stood out to me in Vangelova’s (2014) article was when she pointed out that many at risk students became the frequent visitors to the learning commons. These are the students that can be the most difficult to reach. I loved the idea that a learning commons could help reach these students and help them feel more comfortable and “welcome” at the school. Not only that, but as Vangelova (2014) pointed out, it became the hub for everyone. Teachers used it for a variety of purposes (lessons, space, help, etc.), as well as students (to collaborate, to study, for quiet, to socialize, etc.). In my mind, it’s THE place to be in the school, and that’s amazing.
The other thing that really stood out to me in the readings was the uTEC Maker Model and description in David Loertscher’s (2014) article. I would love to create this type of environment in my learning commons where students can come to think, play, tinker, experiment, and create, where they can feel confident and comfortable learning independently and from each other, and where they feel empowered and supported (mentored) by staff. How powerful is the concept of “commanding” one’s own learning? Of being in charge? If we know how to learn, we are much better prepared for the future then simply if we know facts and formulas. Just think – if we can create thinkers, problem solvers, and confident learners, then we will undoubtedly better meet our school’s goals.
References
Loertscher, D. V. (2014). Makers, self-directed learners, and the library learning commons. Teacher Librarian, 41(5), 35-35,38,71. Retrieved from http://search.proquest.com.ezproxy.library.ubc.ca/docview/1548229909
Philpot, C. (2014, August 1). Fan fiction takes flight among teens. Retrieved from http://www.slj.com/2014/08/standards/fan-fiction-takes-flight-among-teens/
Vangelova, L. (2014, June 18). What does the next-generation school library look like? [Blog post]. Retrieved from http://blogs.kqed.org/mindshift/2014/06/what-does-the-next-generation-school-library-look-like/
Zeina, C. (n.d.). Sketchnoting: intelligent notetaking. Retrieved from http://voice.adobe.com/videos/4Na_cUQ2JLF