LIBE 467 Theme 3 Reference Materials Reflection

I learned so much from theme three, especially how the web works and what exactly the “deep web” entails.  Before this theme’s  readings,  I really did not understand the deep web and had only heard horror stories about the “dark web”. In fact I think I developed an irrational fear of the dark web, so much so that the mere thought of researching it felt unsafe! Yes I knew that the classic search engines like google, yahoo or Bing only give a very narrow result and that those results are biased and based on your past searches and web history. But, my mind was blown when I realized that the deep web accounted for 96% of what is available on the web! There is so much information out there that it is overwhelming.

I found this infographic really amazing for explaining the deep web vs the dark web and plan on sharing it with my middle school students:

Image from:. Inside the dark web: What every parent needs to know. The Mac Security Blog. https://www.intego.com/mac-security-blog/inside-the-dark-web-what-every-parent-needs-to-know/

I think the sheer vastness of the internet highlights the importance of teaching critical thinking skills. We cannot control all of the internet and the information it contains. But, we can teach kids how to decipher it and make wise choices.  That being said I don’t think I am comfortable yet about teaching the deep web/dark web to kids. I teach in a middle school and I think they are way too immature yet. I could just see them going home and saying, “Ms. Clarke taught us all about the dark web today!” or worse, them learning how to conceal their search history from their parents and looking up inappropriate things. I think one way to start this conversation with kids is just to let them know that the deep web is very vast and that their searches on typical search engines only uncover a small fraction of what is out there. I did find this website that lists a lot of search engines on the deep web that may be worth checking out or demonstrating with kids who are ready : https://deepweblibrary.wordpress.com/ . I think that by focusing on  few sites teachers are able to really develop skills around navigating the deep web and  work on critical thinking skills while being ale to monitor the kids and their safety.

My mind was further blown when I realized that we are already accessing and using the deep web on a daily basis! Many search engines and sites provided by our district are subscriptions that staff or students need to log in to are part of the deep web. As Fisher states, “it’s not always easy to find what you’re looking for with a standard search engine, especially if you’re in search of something a bit complicated or obscure”. Perhaps that’s why, even though we teach them not to, our students navigate to the free-citizen built online encyclopedias like Wikipedia. As Harris puts it, “[e]ven if you filter Wikipedia and its typically prominent results on Google, students will just use it at home” (26).

I grew up with Wikipedia and believing it it was bad and super unreliable. Throughout high school and college we were told to not use it at all. When I started the pdp program we were told we could use Wikipedia for ourselves or with students, but only as a starting point, never to be cited or relied on.
Now, I have ‘unlearned’ a lot and definitely consider Wikipedia to be a valid research option deserving a place in our reference resources. I still think students need to understand how these crowd source materials operate and what to watch out for. That being said a lot of the critical thinking skills we teach are transferable to evaluating info on Wiki.
This course has really helped me wrap my head around how many resources are out in the world, whether they be print or digital. It really also changed my mind about print and digital resources. Before the course I was really a lover of print resources and thought they were “superior”. Now, I think here are room for both digital and print but I favor digital when it comes to information that changes quickly. I still think there is room for both but for me digital is cheaper, and more up to date. It is still overwhelming to think about all of the digital resources on the deep web and regular web too! Its also overwhelming thinking about role as a TL and helping kids through thus endless digital world. To be a teacher during the information age!

References:

Deep Web Library. (n.d.). Retrieved March 4, 2022, from https://deepweblibrary.wordpress.com/

Fisher, Tim. “The Invisible Web: What It Is & How to Find It.” Lifewire, 19 July 2019, https://www.lifewire.com/invisible-web-how-to-find-it-3482490.

Harris, Chris. “Can We Make Peace with Wikipedia?” School Library Journal, vol. 53, no. 6, June 2007, p. 26.

Vrijenhoek, J. (2017, July 5). Inside the dark web: What every parent needs to know. The Mac Security Blog. Retrieved March 4, 2022, from https://www.intego.com/mac-security-blog/inside-the-dark-web-what-every-parent-needs-to-know/

 

 

 

 

 

 

 

 

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LIBE 467 Assignment #3 Evaluation Plan To Improve Your Reference Services

Analysis of Present Condition and Rationale for Updating and Modernizing the Reference Area

For this assignment I decided to continue to collaborate with my teaching partner and tech on revising the physical space of our reference section in our LLC and work together to promote our digital resources. This idea came when we noticed that kids were not really using the reference section and compared to our non-fiction sections, it looks a little lack luster.  Considering BC’s new curriculum, (BC Curriculum) and the push for more inquiry work, I felt compelled to collaborate with my team in an effort to help support our kids, our library program, and my own teaching experiences in relation to 21st century learners. Our world is changing so rapidly and reference materials reflect this. Some of our resources have seen better days and it is has been difficult to keep them up to date.  Our students are eager and encouraged to find answers to their own questions. As 21st Century educators, it is our responsibility to help them find ways to continue to develop their information literacy.
I found this infographic that simply presets skills kids need to learn to be successful in the 21st century. It divides the skills into three sections: learning, literacy and life, but I think there is a lot of overlap between the three.  I think this is helpful because it keeps my purpose on the forefront and reminds me why I am making these changes. In my opinion, all of these areas are of equal importance and areas in which I feel the LLC and TL can wholeheartedly support. With the onset of inquiry work, we are asking our students to research and collaborate with each another.  We are asking them to explore and communicate their learning in a variety of ways . As a result, we need to make sure that students have the tools and the space to do so. Hence my desire to create and (re)design this particular area of our LLC.
See the source image

GOAL SETTING

Goal #1 
Promote and demonstrate digital reference resources currently available.
Goal #2 
Our second goal was to determine how we could make our reference resources more visible and accessible to students. Currently the majority of them are hidden in, and among the stacks. In essence, they are lost in a sea of other books.
Image of the Reference section
Achieving Information Literacy: Standards for School Library Programs in Canada, lists “characteristics that an excellent school library” should possess and the following descriptions are connected with our goals:
  1.  Well-organized and readily accessible collection of print, non print, and electronic information services.
  2. Learning areas that can accommodate individuals, small groups, and large groups in diverse teaching and learning experiences.

Detailed Plan (steps outlined that address transition and evolution of the Reference Section)

Step 1: collaborate with staff and students
To better understand the needs of our staff and students, we thought it would be best to create a survey to see which digital reference resources are being used (if any) and also to give them a chance to request resources, demonstrations or print resources for the reference section. Over the break I will create a MS Forms survey and when my classes come in, I will ask the students and staff to complete them. I can then compile the results and determine where there are gaps and how to better promote the resources. I really need to reach out to staff and students because at this point I do not know which digital resources they are using. Collaboration is crucial in the learning commons.  A quote I found from Ekdahl really highlights the importance of collaborating , “collegial relationships and collaboration” with the school community is “essential to program growth” (8). It is maybe the most important part of our job to develop strong working relationships with everyone who uses the library.
Step 2: Weeding of the reference and non-fiction stacks
In order to upgrade our reference section we need to understand what we currently have (both print and digital) We plan on doing an extensive  weeding of  the non-fiction and reference section. We usually weed throughout the year but thought it would be useful if we all tackle this together.  According to Reidling, “the primary consideration of reference materials is for them to “[provide] teachers and students with easy access to a high-quality collection” (16).  As Reidling suggests, when weeding, TL’s should consider the following:
  • retention
  • discard
  • analysis
  • multiple copies
  • suspended volumes
  • poor physical condition and duplication of information in other (including online) materials
Most of or books in the reference section are over 15 years old! A lot of the information has changed and many of these resources are very outdated and in poor shape.  We want every resource we have to be of high quality instead of having lot’s of mediocre or poor ones. We may be left with a lot less resources after the weed, but this will make it easier for students to find high quality books that they need.
Step 3: Making Reference Resources More Visible 
Our next consideration was to figure out a way to make our reference resources even more visible and easy to navigate or students. We do currently have lots of signage , though it is small. I know kids are very visual and was thinking we could do more to help them find what they need.
We also have a Non-fiction sign but I think we could possibly add to it to make it more visually appealing. Right now it does not look like its own section and just kind of blends into the whiteboard.
Our Atlas section has also seen better days. We do not have a lot of books and most are horribly outdated. The signage is clear but the shelf they use is not very child friendly. The books are heavy and not easy to access or look through. We will be searching for something that better displays these books.
Clearly this current shelving unit is not great. I would suggest that the library purchase a shelving unit that will allow these resources to be seen, and one that is accessible to all. A shelf like the one below from Demco, for example, could work well:
This shelf allows for the reference resources to be placed in a way that students and staff can see what they are. I also like how this shelving unit is on wheels, allowing it be portable.  In addition to the shelving unit, I would add signage here to help identify the types of reference resources that are housed in this area. If we eventually have all digital resources for our Atlases this could be used to house a multitude of other books and genres. The price is steep but its heavy duty and would support large, heavy books and last a long time.
Step 4: Promote Digital resources in the library and online
I want students to know about the books we have in our learning commons that are digital. I feel like many of these resources do not get used because they are not visible like our print collection is. After collaborating with my partners we came up with a few solutions.
1. One obstacle we have is just getting students to sign into their online accounts. I decided to make some “how to videos” for the staff and students to view and post them to our learning common’s website. This way students and teachers could access these videos anytime they were unsure how to access digital resources. I made four separate videos: “How to build username/passwords”, “How to access district provided digital resources”, “How to access SORA”, and “How to place a h9old”.  I used my Microsoft 360 account to create a screen grab of me demoing how to log in using the “Stream” app. It was very user friendly and easy to edit, or top and start again. Here is a link to the videos I created:https://hdstaffordlibrary.weebly.com/how-to-videos.html
Once we have more feedback from the survey the plan is to see which digital resources are not being used then plan on having live demo’s for classes and perhaps some more “how to videos” as well.
2.Our team wanted to  figure out a way for students to connect the physical reference books we have to digital resources of the same kind. Our library tech had the idea to create a “QR” code system.  Our school is very lucky to have access to a large number of iPads and laptops. We always have one set of iPads for kids to use in the library. They idea is we could put the QR codes next to the reference signage. So for example in our reference section next to the “war” books we would place a QR code where kids could scan and a list of digital resources available for the same topic would come up. Also, suggested by the tech was to include a question around kids and their use of QR codes on the survey. That way we could determine how much scaffolding would be necessary to make this happen.  During Covid I 5think a lot of people got comfortable using QR codes for things like accessing a menu when in a restaurant but some kids or staff may not have any experie4nce with them. I have never created QR codes myself. I did find one tutorial on YouTube that was very simple and easy to follow. It is also linked to a website that allows you to create QR codes for free:
My thoughts are, for each reference resource type, we could have a QR code that would identify the type of reference, the type of information it offers and information on digital resources of its kind.  I don’t know much about QR codes but I envision a student wondering over to the reference section where they see the sign reading “Atlases” and beside it there would be a QR code (or two) that they could scan with their device. The scan would result in them opening up a web page  that could provide students with instructions on how to connect with a digital reference of its kind through our school catalogue.
Providing this additional support for students (and staff) could alleviate some of the hesitation students and staff may have in regard to accessing and using reference resources. Also, it would give kids some agency in finding information that they need and not having to rely on an adult to explain the same information over and over again. to students. I always do a tutorial on how to access reference materials with students at the beginning of the year but they forget!  Also, we have a lot of digital reference materials and sometimes kids get overwhelmed. This system could inevitably reduce frustration for both staff and students.
We plan on creating the QR codes and signage together so the job is not too daunting and so we can all better understand how to use this new proposed system. We want to come up with a prototype first so all of the QR codes are uniform and easy to follow as well as, fit into our library. We think that the wording could go something like this “”Want to access a digital alternative? Scan here to access the Databases and see what is available online” and then underneath would be the QR code. We would also laminate these so they last longer.

Timeline and Communicating the Change

Ideally, I think that this plan could come to completion by the end of this school year. Our plan is to tackle one small section at a time. We could create the signage, find the resources, print, laminate and then place around our reference section. We would also need to devote at least two full class period to first remind students how to navigate the reference section and then how to use the iPads to scan the new QR codes.
I could also could include this information to all staff via our weekly newsletter. This information would also be posted on the school library blog as part of our updates to the school community. Furthermore, this information could be disseminated to students as either a part of their library orientation at the start of the school year or at the time that students are working the LLC on a particular inquiry project or assignment. I would also be keen to create a few “posters” that we could put up in and around the LLC location as a way to communicate the changes we have made. Once again, making information visible to the school community would be most ideal and it is up to the us to find creative ways to do so.
Overall, I am very eager to get to work on this project. I think it will really help staff and students find the resources they need, especially the digital ones, which are less visible.  I do believe that this plan can be accomplished before the end of this school year. The great thing is it will be realitivly free (besides the new shelf) which frees up more money for books and resources!
References:

Anonymous. (2021, September 7). Demco® Mobile 4-sided book displays. Trust Demco for school and library furniture, supplies, and equipment for high-impact learning spaces. Retrieved March 11, 2022, from https://www.demco.com/demco-reg-mobile-4-sided-book-display

Building Student Success – BC’s New Curriculum. (n.d.). Retrieved November 26, 2020, from https://curriculum.gov.bc.ca/
Canadian Association for School Libraries, 2006. Achieving information literacy: Standards for school library programs in Canada. (Asselin, M., Branch, J. L., Oberg, D. Eds.). CASL. http://accessola2.com/SLIC-Site/slic/ail110217.pdf
Clarke, brittany. (n.d.). “how to” Videos. H. D. Stafford Middle Library Learning Commons. Retrieved March 11, 2022, from https://hdstaffordlibrary.weebly.com/how-to-videos.html
Ekdhaul and Zubke. From School Library to Learning Commons: A Pro-Active Model for Educational Change. BC Teacher-Librarians’ Association (BCTLA). (2017). Editor, W. (2020, November 22).
MrJayBusch. “HOW TO CREATE A QR CODE – [ INSTRUCTIONS 101].” YouTube, YouTube, 4 Mar. 2015, www.youtube.com/watch?v=NtwCTo7T9zg.
Riedling, A. & Houston, C. (2019). Reference Skills for the School Librarian: Tools and Tips (4th ed.) [eBook edition]. Libraries Unlimited.

21st Century skills  infographic . A. (n.d.). Retrieved March 11, 2022, from https://graniteschools.instructure.com/courses/1447642/files/108796281

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LIBE 467 Assignment 2: Collaborate with a Teacher and Evolve their Practice

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LIBE 467 Blog Theme 2 Reference Services

Reflection:

I have only recently fully understood what exactly a reference resource really is. Yes I knew about encyclopedias and typical non-fiction books but I was not fully confident in my knowledge of what these resources could look like and how to direct students in finding them. This theme really helped me flush out what a reference resource is, and also what our school’s library has to offer and perhaps where the collection is heading,
After learning about the wide selection of print and digital sources that are available for students, I explored those materials at my school library and familiarized where they could be found (Encyclopedias, almanacs, Atlases, handbooks, digital resources-World Book Online and other district databases). Prior to learning about these school-based resources, I always saw students using Google to search for information-now I am able to direct students to visit World Book Online and to give it a try or they other resources available through our school district.
Here is our school’s website and some of the resources available online: DIGITAL RESOURCES – H. D. Stafford Middle Library Learning Commons (weebly.com)
I still think our learning commons has a lot of work to do in regards to promoting these digital resources and weeding and replacing some of our print options. I did not realize that many in-print resources are on there way to being obsolete before taking this course. Non-fiction print resources are extremely expensive and tend to become inaccurate to quick! I do believe that digital is the way to go in regards to reference materials. I do however, think that this shift requires TL’s to constantly be demonstrating how to use these resources and where to find them or else they collect virtual dust and take up valuable space and sometimes eat away at already small budgets.
I find it shocking to witness how much libraries have changed since I was in school. I remember rarely using computers, more Encyclopedias, and handbooks for research and the thrill of  signing books out to read. Now, fast forward to 2022, students are using iPads and tablets to search for information and are less interested in looking through our dated non-fiction book selection.
Here is a video I found that really highlight how libraries have changed (Although its probably already outdated now too!)
Retrieved from: https://www.youtube.com/watch?v=URXUUA5cfpo
As Riedling mentioned in her text, “The digital information revolution has resulted in the most marked changes in the types of reference sources and services used in the school library” (Riedling, p. 17).  Thus, as school libraries are gradually (some slower than others) changing to meet the needs of 21st century learners, the TLs roles and responsibilities are changing as well. This blog  post will outline the modern day TL reference services:
·         Reference Interviews
·         Collaboration with colleagues
·         Managing Reference Collections
·         Evaluating Reference Services

Reference Interviews (theme 2 lesson 5)

One of the TL’s main roles is to help students and staff find reference resources that will assist them with their projects and assignments. In chapter nine of Riedling’s text, the author emphasized an important method to understand students and their needs: Reference Interview (communication). According to Riedling, the term ‘Reference Interview” is defined as the following- “a conversation between the school library media specialist and the student, for the purpose of clarifying the student’s needs and aiding in meeting those needs (determining what they want)” (Riedling, p. 99). I like how Riedling describes this because the definition is open and can definitely be non-formal, which is usually how my interviews go with the students and staff I get to work with.
Currently, I work one day in the learning commons and the rest as a resource teacher at another school. This makes my role a little tricky as I feel like it has taken me longer to get to know the school, the collection and to build relationships because of the lack of time. n my school library, quite a few students approach me and ask for book recommendations. I feel that learning more about the library collection, current trends, and using the guiding questions above will help me become more comfortable to recommend and assist students with their literacy needs.

Collaboration:

I have really come to appreciate how important collaboration is for the TL, the school and the learning commons. In fact, i may argue it is the most important part of the job. From our readings I came across this quote, “Instruction on information skills and the use of reference materials should involve a collaborative effort by the classroom teacher who is the subject expert, and the teacher-librarian, the information specialist. Numerous research studies have indicated that this is not only an effective form of instruction, but also improves student achievement” (Mueller, p.1, Theme two, lesson 5). Without collaboration a lot of the fantastic resources and books we have go unused and the potential for creating wonderful learning opportunities may dwindle.
In order for students to successfully learn how to find, comprehend, and present information, collaborating with colleagues is critical. Due to budget cuts and lack of TL time, both TLs and classroom teachers need to be creative in order to improve students’ information literacy skills (Mueller, pg. 1, Theme 2, lesson 5).
I found this video on YouTube that really highlights the importance of teacher librarian collaboration and really reinforces what our readings this week underlined:
As I stated before, being a TL only one day a week (on Fridays when many stats and pro d days fall) I feel like my collaboration and relationship building has been a little slow. I would really like to amp up the collaboration I do with teachers I feel like Covid and stress has made a lot of teachers reluctant to collaborate. My goal is to add opportunities to collaborate with teachers and help aide them in their own practice. I want to even offer to “teach” subjects or lessons and take some of the stress off their plate in hopes that they will be more willing to collaborate in the future.
Managing Reference Collections:
As mentioned by Aaron Mueller, an important part of a TLs role is “to manage the school library resource centre and the entire collection of resources. The reference collection, both print and online, is an integral part of the collection” (Mueller, pg. 1, Theme 2, lesson 6).
My school district does not have an official handbook for what the TL’s role is but I did find some other useful information. here is a job description I found online :https://makeafuture.applytoeducation.com/Applicant/AttJobPosting.aspx?JOB_POSTING_ID=d957e452-7536-4607-8ce0-96b5a1b26b35
 I think the most pertinent role of the teacher as outlined from this description is having a firm grasp on technology. I think this is also true when it comes to managing reference collections as they are all moving towards digital collections.

Library Budget and Reference Materials:

The cost of reference resources (for both digital and print but especially then latter) need to be carefully considered when deciding to make a purchase. here are some considerations to have when thinking about making a purchase fot your reference resources and your learning commons:
1. Is it recommended by the district?
2. Does it follow purchasing or other guidelines set forth by the district or school?
3. Is it affordable?
4. Does it follow BC curriculum?
5. Will it be used by staff and students?
6. Has it been requested?
7. Does it offer a diverse perspective?
8. Is there room for it on the shelves? On our website?
9. Are other (free) similar choices available?
Our Learning commons budget is pretty thing. Therefore, we really need to mindfully purchase materials.
Cost of Reference Materials:
Before taking this course I was totally unaware of how expensive resource materials are! For example on amazon they have an outdated 2020 set of encylopedia for 1000$! https://www.amazon.ca/World-Book-Encyclopedia-General-Knowledge/dp/0716601206          
This just underlines the need to find digital resources that are free or low cost. The information is encyclopedias and many reference resources changes way too quickly to keep purchasing them in print. For our learning commons, we no longer purchase things like this. Instead we focus on finding free our low coast alternatives and focus on promoting them so students and staff know how and where to to find them.

Evaluation, Selection, and Acquisition of reference materials:

The role of a TL is downright overwhelming! I am still new to my role and figuring out how to best serve my school. I really have been made aware of new ways of thinking, especially in terms of resource materials and their digital and print forms. I think every school and their needs are different. For our school we are slowly moving away from print resources like encyclopedias for many reasons but especially cost and space. We are so lucky to have access to so many quality free, digital resources. The biggest hurdle is getting kids and staff to use them! Sometimes they can just sit in digital limbo. I think by curating a small list of resources and constantly promoting and demonstrating how to use them is the best bet to ensure they are used to their full potential. I think it is also equally important to stay on top of the curriculum and look for resources to help teachers and students a long the way. I find it very useful to keep analyzing the collection to find holes and purchase resources accordingly. Also, to work with the public library and district because they have so many wonderful resources and are constantly updating them too.
References:

The world book encyclopedia 2020 – hardcover – 22 volume set – over 17,000 articles: World book: 9780716601203: Books. The World Book Encyclopedia 2020 – Hardcover – 22 Volume Set – Over 17,000 Articles: World Book: 9780716601203: Books – Amazon.ca. (n.d.). Retrieved February 24, 2022, from https://www.amazon.ca/World-Book-Encyclopedia-General-Knowledge/dp/0716601206

Marie, L. D. (n.d.). Digital Resources. H. D. Stafford Middle Library Learning Commons. Retrieved February 18, 2022, from https://hdstaffordlibrary.weebly.com/digital-resources.html

Riedling, Ann; Shake, Loretta; Houston, Cynthia. Reference Skills for the School Librarian: Tools and Tips. ABC-CLIO. Kindle Edition. https://www.amazon.ca/Reference-Skills-School-Librarian-Tools/dp/1586835289
Teacher Susan Lester discuss the dynamics of … – youtube. Collaboration Library. (n.d.). Retrieved February 18, 2022, from https://www.youtube.com/watch?v=4_flMmx2jVQ

Today’s Library Media Specialist – youtube. (n.d.). Retrieved February 18, 2022, from https://www.youtube.com/watch?v=URXUUA5cfpo

 

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Evaluation of a Reference Work

Learning

The focus of this assignment is to evaluate a  reference resource in our learning commons with the intent to determine if it is appropriate for our library or if a  replacement is needed.  The reference resource I have chosen to focus on is our World Book Encyclopedia series (2009).  Our library’s reference section is somewhat thin and outdated. It is difficult to keep it up to date because a lot of these books are expensive and quickly become outdated. This is the only multi-volume encyclopedia set we currently have available in our library and the only reason it hasn’t been weeded is that it is still used as a teaching tool when introducing students to research using reference sources such as encyclopedias.  Print encyclopedias have a place in elementary school libraries but given the replacement cost of this resource, how quickly they become outdated and the fact that we have access to World Book Online it may not necessarily make sense to replace it with an identical updated version.

 

 

Rubric for assessing a Reference Resource:

Reference Work Not Meeting Meeting Exceeding
Relevancy Not many visuals or visuals are unappealing for audience.

Authors and publishers with little or no authority/no author found.

Visuals further content understanding and engage reader.

Authors and publishers with good authority.

 

Visuals are highly engaging and age appropriate and strongly connect to content.

Authors and publishers with excellent authority.

Purpose Expensive and may need to be replaced frequently.

Difficult to navigate – organization is illogical.

Information is presented with bias or connected to commercial agencies.

Resource is created to sell or sway reader’s opinion.

Cost effective.

Easily navigated-table of contents/index/

glossary are available.

Minimal level of bias.

Information of presented with no intention to sell or sway reader’s opinion.

Resource is created for educational purposes with possible connection to commercial agency.

Little or no cost to the library.

Logical sequence

Obvious and logical navigation available – table of contents/index/glossary simple to follow.

No level of bias.

Information is presented in a neutral way.

Resource is created for educational purposes only.

Currency 10 years +.

Little of no updates available.

Little or no search features.

Information is out-of-date.

5-10 years old.

Updated yearly.

Basic search features.

Less than 5 years old or is continuously updated.

Link maintenance

Basic and advanced search features.

Curricular Connection Materials meet some of the curriculum.

Content is presented in singular format, reading level and student needs.

Does not reflect student interests and cultural background of student population

Materials meet most of the curricular needs.

Content is presented in a few formats, languages and reading levels.

Meets from variance of student needs.

Somewhat reflects student interests and cultural background of student population

Materials meet all of the curricular needs.

Content presented in different formats, languages and reading levels.

Meets diverse student needs.

Strongly reflects student interests and cultural background of student population.

Use of Lib. Space Stored on high shelf out of reach for most patrons.

Occupies an entire shelf or is difficult to fit on shelf.

Meets the needs of a few learners.

Complex organization that is difficult to follow.

Accessible for all patrons most of the time.

Fits easily on one shelf or does not take up any shelf space (digital).

Meets the needs of most learners.

Organization can be followed with some direction.

Easily accessible for all patron use.

Takes up little or no space in the library.

Meet the needs of diverse learners.

Organization is user-friendly.

How to use the materials is explained clearly.

 

Reference Resource to be replaced:

World Book. (2009). World Book Discovery Encyclopedia: series.

 

Reference Work Not Meeting Meeting Exceeding
Relevancy Not many visuals or visuals are unappealing for audience. 

Authors and publishers with little or no authority/no author found.

Visuals further content understanding and engage reader.

Authors and publishers with good authority.

 

Visuals are highly engaging and age appropriate and strongly connect to content.

Authors and publishers with excellent authority.

Purpose Expensive and may need to be replaced frequently. 

Difficult to navigate – organization is illogical. 

Information is presented with bias or connected to commercial agencies.

Resource is created to sell or sway reader’s opinion.

Cost effective.

Easily navigated-table of contents/index/ glossary available.

Minimal level of bias.

Information of presented with no intention to sell or sway reader’s opinion. 

Resource is created for educational purposes with possible connection to commercial agency. 

Little or no cost to the library.

Logical sequence

Obvious and logical navigation available – table of contents/index/glossary simple to follow.

No level of bias.

Information is presented in a neutral way.

Resource is created for educational purposes only.

Currency 10 years +. 

Little of no updates available. 

Little or no search features. 

Information is out-of-date. 

5-10 years old.

Updated yearly.

Basic search features.

Less than 5 years old or is continuously updated.

Link maintenance

Basic and advanced search features.

Curricular Connection Materials meet some of the curriculum.  

Content is presented in singularformat, reading leveland student needs. 

Does not reflect student interests and cultural background of student population.

Materials meet most of the curricular needs.

Content is presented in a few formats, languages and reading levels.

Meets some variance of student needs.

Somewhat reflects student interests and cultural background of student population.

Materials meet all of the curricular needs.

Content presented in different formats, languages and reading levels.

Meets diverse student needs.

Strongly reflects student interests and cultural background of student population.

Use of Lib. Space Stored on high shelf out of reach for most patrons.  

Occupies an entire shelf or is difficult to fit on shelf.  

Meets the needs of a few learners. 

Complex organization that is difficult to follow. 

Accessible for all patrons most of the time.

Fits easily on one shelf or does not take up any shelf space (digital).

Meets the needs of most learners.

Organization can be followed with some direction.

Easily accessible for all patron use.

Takes up little or no space in the library.

Meet the needs of diverse learners.

Organization is user-friendly.

How to use the materials is explained clearly.

 

Relevancy: Although this resource has very well-known affiliation of “Reader’s Digest” and “Canadian Geographic”, the publisher and author are lesser known. As well, there are many colour visuals that strongly connect to the content; however, since the date of publication is 2009, it is now 12 years old and the visuals are dated and therefore unappealing to current students.

Purpose: In 2009, this resource cost $69.95, which, on a library budget is quite expensive and since this is a print resource about Canada, the content changes rapidly so if the library wants to supply reference resources with current content, the resource would need to be replaced at least every 5 years. There is a table of contents, a map index, and a thematic subject index that make it easy to navigate the contents but a bit complex for younger users. There is no glossary present so it would indicate that the resource is intended for users who already understand the vocabulary in the resource. The resource is affiliated with a commercial agency, “Reader’s Digest”, but the information is presented for educational purposes without bias and without any intention to sell or sway the reader. This resource is a Canadian atlas, so the purpose is singular.

Currency: This resource was published in 2009, making it 12 years old. It is a print resource; therefore, the search features are finite, and it cannot be updated automatically so much of the content is out-of-date.

Curricular connection: The contents of this resource focus on Canadian maps and facts about Canadian geography, environment and peoples. The contents may still meet some of the curricular needs, but it is difficult for students to know what information is still accurate, so it makes the resource unusable. As well, the information is presented with the intention for higher level readers only, with a lot of words in a small font. The contents are Canadian so it is well-suited to meet the interests and cultural background of most students in a Canadian Elementary or middle school.

Use of library space: This is a very large, heavy book with the spine measuring 37 cm tall, the covers measuring 45 cm diagonally, and weighing 4 lbs. Therefore, it is difficult to fit on a regular shelf, so it was stored on a low shelf out of reach for most patrons. The size and storage for this resource makes it challenging for most patrons to use.

In conclusion, this resource will be removed  from the Library Learning Commons because it is NOT MEETING the criteria for a Reference Resource. I think it would be acceptable to keep them with the teacher resources in case they had some use of them as they are still being circulated in the Learning Commons.
New Reference Resource: 

Home Smithsonian Institute. (2020). Retrieved 6 February 2022, from https://www.si.edu/

Search | Everything | Smithsonian Learning Lab. (2020). Retrieved 6 February 2022, from https://learninglab.si.edu/

Reference Work Not Meeting Meeting Exceeding
Relevancy Not many visuals or visuals are unappealing for audience.

Authors and publishers with little or no authority/no author found.

Visuals further content understanding and engage reader.

Authors and publishers with good authority.

 

Visuals are highly engaging and age appropriate and strongly connect to content. 

Authors and publishers with excellent authority. 

Purpose Expensive and may need to be replaced frequently.

Difficult to navigate – organization is illogical.

Information is presented with bias or connected to commercial agencies.

Resource is created to sell or sway reader’s opinion.

Cost effective.

Easily navigated-table of contents/index/

glossary are available.

Minimal level of bias.

Information of presented with no intention to sell or sway reader’s opinion.

Resource is created for educational purposes with possible connection to commercial agency.

Little or no cost to the library.  

Logical sequence 

Obvious and logical navigation available – table of contents/index/glossary simple to follow. 

No level of bias. 

Information is presented in a neutral way. 

Resource is created for educational purposes only. 

Currency 10 years +.

Little of no updates available.

Little or no search features.

Information is out-of-date.

5-10 years old.

Updated yearly.

Basic search features.

Less than 5 years old or is continuously updated. 

Link maintenance 

Basic and advanced search features. 

Curricular Connection Materials meet some of the curriculum.

Content is presented in singular format, reading level and student needs.

Does not reflect student interests and cultural background of student population

Materials meet most of the curricular needs. 

Content is presented in a few formats, languages and reading levels. 

Meets from variance of student needs. 

Somewhat reflects student interests and cultural background of student population 

Materials meet all of the curricular needs.

Content presented in different formats, languages and reading levels.

Meets diverse student needs.

Strongly reflects student interests and cultural background of student population.

Use of Lib. Space Stored on high shelf out of reach for most patrons.

Occupies an entire shelf or is difficult to fit on shelf.

Meets the needs of a few learners.

Complex organization that is difficult to follow.

Accessible for all patrons most of the time.

Fits easily on one shelf or does not take up any shelf space (digital).

Meets the needs of most learners.

Organization can be followed with some direction.

Easily accessible for all patron use. 

Takes up little or no space in the library. 

Meet the needs of diverse learners. 

Organization is user-friendly. 

How to use the materials is explained clearly.  

 

Relevancy: This resource has a very well-known Smithsonian affiliation and therefore has a  good reputation so all patrons can trust the content provided through any links on the website. On every page of the website, there are visuals that appeal to patrons of varying interests.

Purpose: Si.edu is a free resource with no advertising popups! The information is presented without bias and is for educational purposes only. From the homepage, there is an easy to use navigation bar with many links to suit the needs of a wide variety of patrons. For example, on the homepage, one link on the navigation bar is “Learn and Explore” which has resources “For Educators”, “For Kids”, “For Researchers” and “Collections”.  In addition to offering information about various world locations, their environments and peoples, this site supplies information on almost every topic one can think of. So, this site can be used for multiple purposes which makes it extremely cost effective.

Currency: As a web resource, it is continuously updated and therefore the content is always current. Every link works, contains current content and each connects to educational contents always within the Smithsonian Institute website.

Curricular connection: This site meets all of the curricular content and more. It meets a variety of diverse patron needs by offering many different links through the homepage. If a student patron clicks on the “For Kids” link, it offers a selection of resources like games that reinforce a variety of content reflecting curriculum. Links can be found for all ability levels, interests and cultural connections. Under the “For Educators” link there is another link to “Learning Labs” where patrons can search almost any curricular topic, create a log-in and save links to favourite resources within the Learning Labs.

Use of library space: As a website, it takes up no extra space in the library and is easily accessible for all patron use. The website is well-organized and clearly explains how to use the various resources. The website offers content in different views that patrons can choose to meet their learning needs. I will be sure to demo the website with my students and teachers and allow them time to navigate the site.

In conclusion, Si.edu, Smithsonian Institute website, will be selected as a new resource for the Library Learning Commons because it is EXCEEDING the criteria for a Reference Resource. We will add a link to this website on our learning commons page and provide students with a “how to” video and a demonstration so they understand how to use the resource.

 

References:

 

Asselin, M., Branch, J., & Oberg, D., (Eds). (2003). Achieving information literacy: Standards for school library programs in Canada. Ottawa, ON: Canadian School Library Association &

 

The Association for Teacher-Librarianship in Canada (pp. 32-33).

 

Home Smithsonian Institute. (2020). Retrieved 6 February 2022., from https://www.si.edu/

 

Riedling, A. (2013). Reference skills for the school library media specialist: Tools and tips, (Third Ed.). Santa Barbara, CA.: Linworth, an Imprint of ABC-CLIO, LLC (pp.22-23).

 

Search | Everything | Smithsonian Learning Lab. (2020). Retrieved 6 February 2022, from https://learninglab.si.edu/search?st=energy&st_op=and&item_type=collections

 

The Sage Colleges. (2020). Evaluating Sources: TRAP. Retrieved 6 February 2022, from Libraries.sage.edu.

 

World Book. (2009). World Book Discovery Encyclopedia: series.

 

 

 

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LIBE 467 Theme 1 The Foundation of Reference Services

Role of a Teacher Librarian
    The role of a teacher librarian is all encompassing and constantly changing too. They must connect with colleagues, students and the surrounding community  to curate an up to date and relevant selection of references. They do this while simultaneously guiding students through the inquiry process to help them find proper resources and ultimately help them become critical researchers. They must also also work cooperatively and collaboratively with classroom teachers in planning units and providing resources when needed as well as constantly researching resources while weeding older, irrelevant material and budgeting to add new resources into their libraries. All this can only be done with proper knowledge of the library media collection, effective communication skills as well as a strong capability to evaluate resources. I am somewhat new to my role as a teacher librarian, but I am excited (and a little overwhelmed) at how vast this position is and how I have some agency to make it my own!

Image from istock.com

What is a reference source? 
Riedling states that a reference source “can be defined as materials, from book to periodical to photograph, designed to be consulted for definite items of information rather than to be examined consecutively.” (18) Thus a reference collection is the section of the library that holds all these various reference sources.

What is included in a reference collection: 
– Almanacs
– Atlases
– Bibliographies
– Biographies
– Chronologies
– Dictionaries
– Digests
– Directories
– Encyclopedias
– Gazetteers
– Handbooks
– Indexes
– Pictorial Works
– Statistical Works
– Yearbooks

The above list only includes “some of the most commonly collected types of reference books”(Alderman) and even this small list makes me feel overwhelmed to say the least. Most of these references sources are not available at our learning commons (at least in a physical copy). A number of the references are new to me as I have never seen them in person or at my own school library. I have located a list that includes further descriptions of each at the following link: DigitalCommons

Image from istock.com

The Reference Process
     Rielding states The three elements necessary for the reference process are the information/direction, the student, and the answer(14). Students step into the library with the goal of researching  a question. As a teacher librarian it is our role to be a guide for the them, point them in the “right direction” not just “give” them the answer.  Basically, to guide them in the inquiry process. Riedling states that, “The reference process may be simply explained as a problem-solving process, with the solution of the student’s problem being the goal.” (4) the following image is how Rielding describes the process:

Adding Reference Resources to your Library

Numerous funding issues coupled with the high cost of reference materials can make it difficult to maintain an entirely up to date reference section in the libaray. Not to mention, the reference section has to be weeded for out of date materials. In my opinion, this is why electronic resources are becoming more popular because the information can be kept up to date and it often requires a yearly subscription or is free!. Although I had no idea, until recently,  that my school library even had access to some online resources, one of my goals for this year is to become more familiar with our electronic reference resources.  I also want to get better at communicated to the school community what online resources our school has, and how to access them. Overall, when selecting a resource we need to make sure that the content is relative to our school demographic and make sure that it is coming from an unbiased accurate source. However, each reference resource had different considerations to help evaluate whether the resource should be recommended as a new addition to the libraries collection or not. One thing I noticed that in Riedling’s process rarely was cost listed as one of the main determination factors. Cost is probably the number one barrier my learning commons has when it comes to obtaining new reference materials.

In the learning commons at my school, our library webpage https://www.sd35.bc.ca/our-district/instructional-departments/digital-resources/ is connected to the district’s available reference websites. I have shown this to my students many times, even offered demo’s on how to access and use these pages but still I don’t think they are used as often as I’d like. I think students get accustomed to just searching everything with google and need more strategic lessons on other reference sources before they will access them on their own. This is something I plan on continuing doing to get students more comfortable navigating these websites and sources.

We are constantly updating our website (especially with Covid) and adding useful tips and strategies on how to access information. But again, I find unless kids are shown or taught on how to do this through a hands on lesson they tend to stick with what they know or what they have used in the past. here is a link to our webpage and  the “how to” videos I helped create:
 https://hdstaffordlibrary.weebly.com/researching.html

Although, I do favour “print” books for most of my students, I am finding that it is so important to teach students (especially as they get older) how to navigate the plethora of digital sources. Many of these sources are great but sometimes it takes some time to find them. I know that some librarians tend to stray away from digital reference materials because some subscriptions can really add up and take a chunk out of an already thin budget. However, the reality is digital is the way of the future and kids need strategies and skills on how to navigate them. I am always looking for new digital reference websites and apps to add to our collection. As well as, new ways to teach these skills in a fun and engaging way!

References

Alderman, Jim. “What Is a Reference Collection?” Digital Commons, University of Northern Florida, Mar. 2014, digitalcommons.unf.edu/cgi/viewcontent.cgi article=1021&context=bliss#:~:text=A%20library’s%20Reference%20Collection%20is,in%20any%20field%20of%20research.

Asselin, M., Branch, J., & Oberg, D., (Eds). Achieving information literacy: Standards for school library programs in Canada. Ottawa, ON: Canadian School Library Association &        The Associatin for Teacher-Librarianship in Canada.

Digital Resources. (n.d.). Retrieved January 17, 2022, from https://www.sd35.bc.ca/our-district/instructional-departments/digital-resources/

RESEARCHING. (n.d.). Retrieved January 17, 2022, from https://hdstaffordlibrary.weebly.com/researching.html

Riedling, A. & Houston, C. (2019). Reference Skills for the School Librarian: Tools and Tips (4th ed.) [eBook edition]. Libraries Unlimited.

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Learning Log 4 LLED 469

Identify, source (if possible) and discuss the most important design element that can be implemented in a school library learning commons to optimally enhance inquiry-based learning.

There are so many elements that overlap and contribute to an optimal inquiry based learning commons. The learning commons is a space that exists both virtually and physically. Any  library exists to serve its patrons. It is very important to determine the needs of the library and its patrons in both the current and future time frames. Once the needs, wants ands wishes of the library’s users are understood, the design elements can be used, to help encourage more inquiry in the library. I think that inquiry is so much about collaboration, so designing a space that encourages this is crucial. Trends and ideas about the learning commons are constantly changing and evolving. Especially technology ,blogs and online resources and information. Other things that are aiding learning commons in terms of increasing collaboration and inquiry are movable furniture and open and inviting spaces. I think the design element that I feel, is most important to foster inquiry based learning is a collaborative environment with access to up to date technology. This was echoed in our class readings from Lippmann in the Collaborative Spaces, Thoughtfully designed learning environments help students work together more effectively. Lippmann (2013) said, “The physical environment, the special design, and the information technologies must be planned to suppport a variety of collaborative spaces.”

I say that the technology must be up to date because so many learning commons I have seen have scarce technology and if they do have any they are old, outdated and slow. I think that a collaborative space is wonderful and so important but if the information and technology, or books available are outdated collaboration and inquiry learning will suffer.

When kids go into the learning commons it is every librarians  wish they feel inspired to read, and to learn. The space should ideally be bright and open. Also important, the space should be flexible and fluid. Inquiry learning is often loud, messy and hands on. Everything in the learning commons should have wheels! The space should allow students to communicate freely, to engage with each other and offer many different ways for students to choose how to work. Students should be able to sit, stand or go to a quiet space. There are many different kinds of learners the space should reflect that.

I am very lucky to be in a pretty recently renovated space. It is very big, bright and open. We were able to add a whole other “room” to the space, opening it up significantly. This allowed for more books, more furniture and in turn more collaboration. All of the furniture has wheels on it and can move easily. There are tables and chairs, cushioned furniture, rocking chairs, high stools and other cozy furniture that all contribute to the collaborative environment. We also have separate meeting rooms, a computer and green screen room, a teacher resource room and an “office” space for the librarians and tech. Proabably my favourite part is the huge windows that go around the entire room with forrest views. It’s a really beautiful space and I know I feel excited to go in.

 

 

After room was opened up.

Our LLC also has a beautiful check out desk that usually features are monthly contest and our book return bin. It is really a focal point of the room.

Circulation desk

Our team works hard and collaborate to make displays, contests and activities around the LLC.

October contest

Display and our view:)

There is a white board in the room and a projector. besides the computer lab we have two iPad carts,  and laptop carts that we are responsible for booking for the students and staff. We also have iPads avaialable at all times for the students to use to search the LLC catalog and other quick searches. We also have a blog that is updated regularly with tons of digital respources available to students and teachers alike. Some of these resources include: digital access to WorldBook Online encyclopedia, Universalis Junior French digital encyclopedia, a green screen, TumbleBooks library, EBSCOHost database, Sora and the districts recommended  search engines.. The LLC space’s versatility has allowed for one-to-one, small group, and large group teaching, research sessions, community social gatherings, staff meetings, PD events, science expositions, guest speaker presentations, student research, clubs, class library period, and many other events.  Covid did slow things down a lot but this year things have definitely picked up. 

Here are some resources I found that might be useful when researching what an ideal inquiry/collaborative space could look like:

  • This is the BC Teacher Librarian association’s website. They have so many resources around the learning commons as a collaborative space as well as up to date digital resources, links videos and so much more.

http://Learning Commons. (2021, July 04). Retrieved November 3, 2021, from https://bctla.ca/resources/library-learning-commons/

 

  • The following resource “Reimagining Library Spaces, Transforming Your Space on Any Budget” by Diana Rendina offers information, steps, and practical suggestions for re-designing an LLC on both the large and small scale level.

Resource:

image by www.renovatedlearning.com

Table of contents: https://cdn.iste.org/www-root/conference_med/TOC/TOC-4005.pdf

  • This is a YouTube video from the Saanich School district about how they were switching over to a more collaborative learning commons approach. I think it is so useful and inspiring to see what other districts are doing and to get ideas for my own space.

https://www.youtube.com/watch?v=7ftD_V_tDsQ

References:

Learning Commons. (2021, July 04). Retrieved November 3, 2021, from https://bctla.ca/resources/library-learning-commons/

Library to Learning Commons – YouTube. https://www.youtube.com/watch?v=7ftD_V_tDsQ.

Lippman, P. C. (2013). Collaborative spacesT H E Journal 40(1): 32-37.

Rendina, D. L. (2017). Reimagining library spaces: Transform your space on any budget. Portland: International Society for Technology in Education.

Discuss the aspects of inquiry design (or re-design) that you find the most rewarding and the most challenging.

I feel that the most challenging part of inquiry design is what Barbara Stripling calls the Wonderstage where students are asked to generate possible questions for research. Jean Donham describes this aspect of inquiry as active intellectual exploration. What I find difficult is leading the students to ask the right questions and to think on a deeper level. Donham explains that:

“Posing questions lies at the heart of any inquiry-based assignment.”  (Donham, 2011)

This is a very important step in the inquiry process. I feel like if the wrong questions are focused on, the entire inquiry process is dead in its tracks, before it even begins. Also, weak questions lead to a weak project, or understanding.  Teachers must explicitly teach students to develop research questions as opposed to fact-gathering questions. Students need to be provided with planned opportunities and have someone model the types of questions that require deeper thinking. I appreciate the importance of allowing  students the freedom to ask questions and what they want to learn about. What worries me, is the process may highlight the academic levels of the lower achievers. Creating a culture of inquiry is essential in helping the students to grow into creative and critical thinkers. The process of leading the students to ask good questions comes from an established culture of inquiry. My concern is how well they are able to ask the deeper-level questions that guide the inquiry process. As a teacher librarian, this will mean having less control over the lesson and the expected outcomes. In general, what is challenging, is the scope of the commitment to taking on inquiry-based learning. Time is something that we do not have enough of, so its critical to spend it early on in regards to teaching how to formulate deep thinking questions. Also, to integrate asking deeper thinking questions, into our everyday practice and across subjects.

“All across the country educators are working toward inquiry. It may seem as if other people have this transformation down pat and are way ahead of you. Don’t get discouraged.” (Maniotes and Kuhlthau, 2014)

Inquiry-based learning requires teachers to make big changes to their professional practices. But it can also be small,  incremental change. As a teacher, it is so powerful to see students immersed in inquiry learning. They are so motivated to learn and in many cases will go above and beyond what is expected of them because of their motivation.  A lot of satisfaction comes from seeing the students being successful and demonstrating an enjoyment in learning. Learning becomes more meaningful to them and allows them some agency in their own learning. They get excited about a topic that they can explore on their own, in a supportive environment. This is supported by Maniotes and Kuhlthau in their article entitled The Shift, From Traditional Research Assignments to Guiding Inquiry Learning.

“Inquiry provides the emotional satisfaction of building personal knowledge and sharing learning. Studies found that students’ interest increased when they build personal knowledge and that they experience emotional satisfaction in sharing their learning with others in the class.” (Maniotes and Kuhlthau, 2014).

In conclusion, although I feel like explicitly teaching how to formulate questions to be the most challenging, I have startegies on how to improve on this. From, teaching it early on in the year, to incorporating and modelling it every day in my practice and across subjects and areas. I feel like the more practice I get formulating questions, and modelling this to my students (and sharing with other teachers) the more we all benefit and get stronger in this area. When we ask better questions, the whole inquiry process in eleveated and out products or projects, and understanding expand. I do not have to change my whole teaching philosophy or practice, sometimes it takes small every day tweaks to make a big difference.

References:

Donham, J. (2011). Assignments worth doingLinks to an external site.School Library Monthly. 28(2): 5-7

Maniotes, L. K. & Kuhlthau, C. C. (2014). Making the shiftLinks to an external site.Knowledge Quest 43(2): 8-17.

Stripling, B. K. & Harada, V. H.. (2012b). Designing learning experiences for deeper Callison, D. & Baker, K. (2015). Elements of information inquiry, evolution of models, & measured reflectionLinks to an external site.Knowledge Quest 43(2): 18-24.

The 5 Key Steps for Helping You Ask Good Questions [Infographic]. (n.d.). Retrieved November 7, 2021, from https://blog.futurefocusedlearning.net/ask-good-questions-infographic

PART TWO:Most inquiry models are colonial constructs.  How can you use indigenous ways of knowing to indigenize an existing inquiry model?

By integrating and embracing Indigenous ways of knowing into our teaching practice, we can enable learning and accessibility for all students. “Indigenizing” the curriculum or inquiry does not mean changing everything. Often times it can’t be done with small changes. Inquiry learning and Indigenous ways of knowing have a lot of similar parallels. Teachers can use Indigenous ways of knowing in their every day teaching practice that will help all of their students.

Teachers are finally being trained to address all of their learners unique learning styles as well as, their cultural heritage, when they develop plans for lessons. Resources like, The Aboriginal Lens – Education for Reconciliation (2017) developed by the BC Teachers’ Federation are helpful tools to use when planning lessons or units. This framework is designed to help teachers challenge the current, established systems of belief that support Eurocentric practices that have historically silenced other ways of knowing and being. The lens focuses  efforts and can be used to examine and assess policies and practices. The framework also works to address the needs of the collective and the community, as well as providing teachers and students a reference guide. All of the points laid out in the document are straight forward and demonstrate how they are important for both students and teachers to use. Reconciliation takes the work of everyone in our community and country. All students will benefit from participating.

I like to use the First Nations Principles of Learning (2020) as a reference in my classroom. I think the points laid out in it are very straightforward for teachers and students to use. I also think each point is very connected to inquiry learning. For example, “Learning requires exploration of one’s identity,” this point is also true for inquiry. Students learn based on their own identity. It is also crucial for teachers to understand students, their identity, their likes and preferences in order for them to design lessons and units for them to learn. Another principles states, “ Learning involves patience and time” again the same can be said for inquiry learning. Students learn when they are ready to. Inquiry learning recognizes that not all students learn at the same time the same way that Indigenous ways of knowing does. This principle directly enables learners and makes learning accessible because it recognizes the learner as an individual much like inquiry learning does. The First Nations Principles of Learning are very much aligned with inquiry learning and when used consistently will help all learners in the classroom.

Kathy Sandford, Lorna Williams, Tim Hopper, and Catherine McGregor (2012), in their work  Indigenous Principles Decolonizing Teacher Education: What We Have Learned, lay out the differences between traditional learning in schools and traditional learning in indigenous communities.  The points laid out by the authors above point out Indigenous “ways of knowing”  and are consistent  with that of inquiry-based learning:

  • Learning is emergent
  • Focus on students and teacher interaction
  • Learning happens in many locations, inside and outside the school; classroom can be noisy
  • Students construct knowledge through gathering and synthesizing information
  • Students work in pairs, groups, or alone depending on the purpose of the activity
  • Assessment is used in context to promote and diagnose learning
  • Learners are guided to find their own solutions and answer their own questions
  • Students evaluate their own learning; teachers also evaluate; teaching and assessing are intertwined
  • Students have multiple opportunities for success and quiet recognition
  • Students have some choice of learning activities and topics
  • Approach is compatible with multi- and inter-disciplinary investigation 

These points are  interchangeable with inquiry learning. Teachers sometimes get overwhelmed thinking that using Indigenous ways of knowing is like adding another component to their already overwhelming teaching load. When in fact, many times it is something they are already doing, like when using inquiry based methods of learning. I think it is still important for teachers and students to be cognizant of Indigenous ways of learning. However, one does not have to ‘reinvent the wheel’ in order to do so.

Although, Indigenizing the curriculum can be done with small tweaks, teachers still need to be thoughtful and constantly asking themselves where they Casanova make changes. Indigenizing the curriculum or inquiry does not mean adding a one off lesson. It means considering Indigenous perspectives and ways of knowing into every part of the curriculum. That means science, math, art and every lesson. Teachers also need to collaborate with the larger Indigenous community  and collaborate. It means bringing  in speakers and knowledge holders when possible. It means understanding the land you are on, the history and the people who have lived on it for thousands of years.

I found an artist who makes info graphics all about Indigenizing education and the curriculum. His graphics make the process seem less daunting and offers easy steps educators can make. He has made a lot of these, from Indigenizing the classroom, to elder protocols and more. These images are something teachers could share with each other, help guide their practice or even share with students.

Image from Drawingchange.com

While our country works through its horrible history and the devastating impacts felt from residential schools and the Truth and Reconciliation act, teachers must recognize Indigenous ways of knowing. By using First Nations Principles of learning, and working through decolonizing the curriculum we are enabling ALL students to learn. Inquiry learning and Indigenous ways of knowing do not mean ‘more work’ for students and teachers. Many instances it is something we are already doing. However, we need to be aware of this important way of knowing and learning and recognize its importance. Teachers and students who are non-Indigenous benefit immensely from Indigenous ways of knowing. We are also responsible for ourselves and our role in Truth and Reconciliation.

References:

Antoine, A., Mason, R., Mason, R., Palahicky, S., & France, C. R. (2018, September 05). The Need to Indigenize. Retrieved November 7, 2021, from https://opentextbc.ca/indigenizationcurriculumdevelopers/chapter/the-need-to-indigenize/

BC Teachers’ Federation. (2017). The Aboriginal lens: Education for reconciliation. In Aboriginal Education. Vancouver, BC: BCTF.

First Peoples Principles of Learning. (2020, September 14). Retrieved October 10, 2021, from http://www.fnesc.ca/first-peoples-principles-of-learning/Antoine, A., Mason, R., Mason, R., Palahicky, S., & France, C. R. (2018, September 05). The Need to Indigenize. Retrieved November 7, 2021, from https://opentextbc.ca/indigenizationcurriculumdevelopers/chapter/the-need-to-indigenize/

Indigenizing Teacher Education – Supported by Graphic Recording. (2019, December 07). Retrieved November 7, 2021, from https://drawingchange.com/indigenizing-teacher-education-supported-by-graphic-recording/

View of Indigenous Principles Decolonizing Teacher Education: What We Have Learned: In education. (n.d.). Retrieved October 10, 2021, from https://ineducation.ca/ineducation/article/view/61/547

 

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Learning Log #3 Collaboration and Participatory Culture/Indigenous ways of Knowing

This post is apart of a course I am taking for my Librarian diploma *

Part One:In your own or imagined school context, discuss one factor that could foster collaboration and one barrier to collaboration.  How could the school community work to overcome the barrier?

As I consider what teacher and student participation in my own school’s context ‘looks like”; the first thing that came to mind was what it sounds like. Our Learning Commons is noisy! There is always talking because there is a lot of collaborating and communicating going on. It is so much different than my experience when I was a kid and I think that is a great thing.

I think one factor that could foster collaboration in our learning commons is the space itself. My learning commons is quite big and has two meeting rooms that are constantly being used by teachers and other professionals in the building. It also has a computer lab and kids from all over the school print from their classroom and come pick up their work from this printer and use the lab as they need it.

Next to the meeting rooms is a “Green Screen “ room that is used by kids from all over the school and from the drama kids and students who make the morning announcements. On top of all of this activity,  kids and classes are coming through constantly  to learn, collaborate and take out books.

The space itself is bright and open and inviting. It underwent a huge renovation not too long ago. The doors are always open and the school community uses it a lot.

Beyond the actual physical space we have a digital presence. We try and keep our blog updated with what is going on in the Learning Commons, so even if students can’t make it into the space they are still connected. They are also able to put holds on books through the LLC and we deliver them to their classrooms. This was a lifesaver during Covid. We also are in constant communication with the school community because we are in charge of booking all of the laptop and iPad carts for the school and to help with any tech related problems.

The actual physical space is also very inclusive. We have selected a wide range of books and are constantly updating them so every child can see themselves in the collection. We want to make the space as inclusive as possible and are always seeking new ways to do this. Whether it’s through the books, posters or even diming the lights or sounds if some students have sensory issues.

Like this module 4 iterated, participatory culture in schools is constructed. The LLC needs to be set up so that inquiry is possible and student’s and teachers are successful. Jenkins (2006) identified five aspects of participatory culture. I especially felt strongly about his first point, “ Students feel they can express themselves creatively and be engaged in the way it provides resources, services, and support.”

I feel like my LLC is “lucky” in that we have a full time clerk and a very supportive admin and PAC. I know that we are an exception. So many schools in BC and across the world for that matter, do not have the resources or support that is required to give students the tools they need to thrive. I hope that it will get better but am unsure if much will change.

Next, I considered one barrier to collaboration for our learning commons. I think the biggest issue is time. Teachers are so over worked and stressed, especially through the pandemic. Time is very limited as it is and I think some teachers are reluctant to collaborate because they are just trying to get through the day. Although, this year seems to be a lit bit better in terms of time teachers are still scrambling, constantly trying to figure out how to fit as much curriculum as they can and never feel like they have enough time.   Nobody has wanted to work toward developing anything “new”.   As suggested by Fontichiaro and Oehrli’s “Lesson #4: Take Something Off the Other Person’s Plate” (p. 38), I may try to lessen their load and offer to teach for them. I think if teachers will be more willing to collaborate, or bring their kids into the library if I take the initiative. Another idea I had was to have a meeting with teachers and ask what they would like me to teach. I think this needs to be done at the beginning of the year. Once the year is in full swing it is harder to get teachers to change their habits.

 

References:

Fontichiaro, K. & Oehrli, J. A. (2014a). Nudging toward inquiry – Turning the tables on collaboration part I: Planning for success.Library Media Connection 32(4): 36-38.

Hamilton, B.J. (2011a). Creating conversations for learning: School libraries as sites of participatory culture. School Library Monthy 27(8):41-43.

Part two: How the integration or embrace of Indigenous ways of knowing into teaching practice can enable learning to be accessible for all students.

By integrating and embracing Indigenous ways of knowing into our teaching practice, we can enable learning and accessibility for all students. Inquiry learning and Indigenous ways of knowing have a lot of similar parallels. Teachers can use Indigenous ways of knowing in their every day teaching practice that will help all of their students.

Teachers are finally being trained to address all of their learners unique learning styles as well as, their cultural heritage, when they develop plans for lessons. Resources like, The Aboriginal Lens – Education for Reconciliation (2017) developed by the BC Teachers’ Federation are helpful tools to use when planning lessons or units. This framework is designed to help teachers challenge the current, established systems of belief that support Eurocentric practices that have historically silenced other ways of knowing and being. The lens focuses  efforts and can be used to examine and assess policies and practices. The framework also works to address the needs of the collective and the community, as well as providing teachers and students a reference guide. All of the points laid out in the document are straight forward and demonstrate how they are important for both students and teachers to use. Reconciliation takes the work of everyone in our community and country. All students will benefit from participating.

I like to use the First Nations Principles of Learning (2020) as a reference in my classroom. I think the points laid out in it are very straightforward for teachers and students to use. I also think each point is very connected to inquiry learning. For example, “Learning requires exploration of one’s identity,” this point is also true for inquiry. Students learn based on their own identity. It is also crucial for teachers to understand students, their identity, their likes and preferences in order for them to design lessons and units for them to learn. Another principles states, “ Learning involves patience and time” again the same can be said for inquiry learning. Students learn when they are ready to. Inquiry learning recognizes that not all students learn at the same time the same way that Indigenous ways of knowing does. This principle directly enables learners and makes learning accessible because it recognizes the learner as an individual much like inquiry learning does. The First Nations Principles of Learning are very much aligned with inquiry learning and when used consistently will help all learners in the classroom.

 

Kathy Sandford, Lorna Williams, Tim Hopper, and Catherine McGregor (2012), in their work  Indigenous Principles Decolonizing Teacher Education: What We Have Learned, lay out the differences between traditional learning in schools and traditional learning in indigenous communities.  The points laid out by the authors above point out Indigenous “ways of knowing”  and are consistent  with that of inquiry-based learning:

  • Learning is emergent
  • Focus on students and teacher interaction
  • Learning happens in many locations, inside and outside the school; classroom can be noisy
  • Students construct knowledge through gathering and synthesizing information
  • Students work in pairs, groups, or alone depending on the purpose of the activity
  • Assessment is used in context to promote and diagnose learning
  • Learners are guided to find their own solutions and answer their own questions
  • Students evaluate their own learning; teachers also evaluate; teaching and assessing are intertwined
  • Students have multiple opportunities for success and quiet recognition
  • Students have some choice of learning activities and topics
  • Approach is compatible with multi- and inter-disciplinary investigation 

These points are  interchangeable with inquiry learning. Teachers sometimes get overwhelmed thinking that using Indigenous ways of knowing is like adding another component to their already overwhelming teaching load. When in fact, many times it is something they are already doing, like when using inquiry based methods of learning. I think it is still important for teachers and students to be cognizant of Indigenous ways of learning. However, one does not have to ‘reinvent the wheel’ in order to do so.

While our country works through its horrible history and the devastating impacts felt from residential schools and the Truth and Reconciliation act, teachers must recognize Indigenous ways of knowing. By using First Nations Principles of learning, and working through decolonizing the curriculum we are enabling ALL students to learn. Inquiry learning and Indigenous ways of knowing do not mean ‘more work’ for students and teachers. Many instances it is something we are already doing. However, we need to be aware of this important way of knowing and learning and recognize its importance. Teachers and students who are non-Indigenous benefit immensely from Indigenous ways of knowing. We are also responsible for ourselves and our role in Truth and Reconciliation.

References:

BC Teachers’ Federation. (2017). The Aboriginal lens: Education for reconciliation. In Aboriginal Education. Vancouver, BC: BCTF.

First Peoples Principles of Learning. (2020, September 14). Retrieved October 10, 2021, from http://www.fnesc.ca/first-peoples-principles-of-learning/

View of Indigenous Principles Decolonizing Teacher Education: What We Have Learned: In education. (n.d.). Retrieved October 10, 2021, from https://ineducation.ca/ineducation/article/view/61/547

 

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Learning Log #1: Place Based Learning with iNaturalist

As part of my course, LLED 469: Inquiry based Pedagogy in School library Programs, I was invited to choose an option to explore inquiry and document the process. I was immediately drawn to the Place-based Learning option, which in this case was to try out the iNaturalist app from the Apple apps store https://apps.apple.com/ca/app/inaturalist/id421397028

 

I wanted to try using the app with my seven year old son, Vasco. He is very keen on all things nature. So we packed up our dog and our iPad and headed to one of our favourite creeks near our home. I wanted him to lead the inquiry with questions and ideas. I thought he could be my “Guinea Pig” to see if this app was suitable for kids. (The age on the apps page says its for anyone ages 4 and up).

Questions……..

Some of the questions that came up for us were: What Native peoples live/lived by this creek? Then we snapped a few pictures of some plants we wondered about. What are the plant names? Are they indigenous to BC? Are any of them poisonous? Are any of them edible? Do any of them have medicinal purposes? We also found a frog (which we first thought was a toad) we wanted to identify its species. There were probably more questions but we edited them and decided to try and answer these before adding to our list.

We knew this was a Fern but were unsure which kind

Unknown flower

Frog we found

Where to find our answers…..

Besides the zoo iNaturalist, I wanted to find some books and other resources to help us in our inquiry. I personally own the book, and planned on using it to help us find some answers. This book is fabulous but definitely geared more towards adults and maybe teens.

Another Fabulous book that we own and consulted was, “Curious Kids Nature Guide” by Fiona Cohen. It is all about the Pacific North West and geared towards children.

So What did we do find out……?

We were so excited to find what we initially thought was a toad so we decided to start there. We simply uploaded the picture to the iNaturtalist app and BOOM! Our Toad was actually a Northern Pacific Tree Frog. The process was so easy my son could do this on his own after I had shown him how. All of the information was at our fingertips. The app tags the photo to let other users know where the creature/plant was found and also allows others to comment. My son said he felt like a “real” scientist.

Next we had to identify the fern we had found. I wanted to challenge Vasco so I had him try and find the image in the Curious Kids book first. He was able to find it fairly quickly and identified it as a “Lady Fern”. We then uploaded the picture to the app to verify our find. We were right, Lady Fern indeed! Our book nor the app stated whether or not this plant was edible so we then searched for it in the Plants of Coastal British Columbia Book. It told us that these ferns were used by indigenous peoples for laying out or covering food, especially berries for drying. Also they were eaten in spring usually boiled, baked, raw or with grease. We did a quick google search and typed in “lady Fern Medicine” and found a website, http://www.naturalmedicinalherbs.net/ we discovered they were/are used for cancer of the womb, body pains and to induce milk flow for mothers.

Lastly we needed to identify a flower we saw. My son really felt like it might be poisonous because of the bright purple colour. We tried looking in a book first but were unsuccessful. So we uploaded the image to the app and found it right away. It was identifies as “Bittersweet Nightshade”. my son said the name sounded suspicious. We looked in his book first but could not find anything so we turned to the Plants of Coastal British Columbia Book. We found out that this plant is indeed poisonous, although only mildly to my son’s disappointment. It is NOT indigenous to BC but to Europe.

We still did not know which First Nations People lived/live near the creek so we used the website https://www.bcafn.ca/first-nations-bc/interactive-map and with a click found out it was the Kwantlen First Nation. From there we were able to click on a link and were directed to a page with loads of useful information that was highly visual and easy for kids or anyone to navigate.

So How Was This Activity Inquiry-Based learning…….

My son already knows a lot about nature. He used a lot of the information he already knows and asked questions to build upon that.  As, Barbara Stripling suggests in her Using Inquiry… (2004) article,  Inquiry is quite simply:… a way of learning that requires active engagement. If this is a simple way of defining inquiry then we were doing it. My son was so excited he was running around everywhere with the iPAD totally engaged and asking a zillion questions. He was equally excited when he found the answers to his questions. Often his answers would lead to more questions which I know is a wonderful sign.

I would say that the type of inquiry we were practicing was guided. I picked the topic (nature close to home) and selected the resources to help find our answers. I showed my son how to use the technology and previewed the books, including the glossary and indexes. Then I gave him free rein to choose which creatures/plants to ask questions about. According to MacKenzie (2016) , this type of inquiry would be considered “controlled inquiry”. I think this type of inquiry works best for young students or any students needing extra support. I can see how students would be able to practice this type of inquiry and eventually with practice and time could move into more independent types with less teacher involvement.

How could the school library learning commons be inserted into this kind of activity? 

I really throughly enjoyed this activity and feel like the possibilities with it are endless. The whole school could collaborate on the app and even include the community to help identify plants and animals in and around the school and community. The app has an interactive map where you can tag where the plants and animals are found. There is also another section where you can collaborate on group projects. One idea I had, is the school could make a plant walk and identify plants, their names, uses and indigenous history. The older kids could work together with younger ones. They could even make QR code’s so that visitors could use their iPhones to easily access information and even add to it. This app is highly interactive and collaborative in nature. Once a bunch of plants and animals are identified students could then pick one and do their own research on it. The app even has a teacher guide with loads of more tips, tricks and ideas https://inaturalist.ca/pages/teacher%27s+guide

Three personal learning objectives that I have for this course…..

  1.  I want to become more confident in my ability to lead kids of all ages in inquiry. I feel like kids know if a teacher is unsure of something. If they see that I am confident and know what I am doing they will be more confident too. I think that this will also come with time and lots of practice. But also from learning from others.
  2. I want to better understand how to develop “essential questions’ . This sounds straight forward but i think it is almost an art form. Building an essential question is so important because it sets the basis for the inquiry. Again, I think time and practice will help as well as learning with and from others in my class here and my school.
  3. Last, I want to be able to use my time wisely. Whenever I have used inquiry in the past I have never allowed enough time for kids to reflect throughly enough. I understand that this is a crucial part of the process. I want to understand how I can do this so that my kids get the most out of their inquiry as possible.

I am very excited for this class and to start my immersion into inquiry!

References:

  1. Cohen, F., & Fylling, M. (2017). Curious kids nature guide: Explore the amazing outdoors of the Pacific Northwest. Seattle, WA: Little Bigfoot, an imprint of Sasquatch Books.
  2. INaturalist, L. (2011, February 24). ‎iNaturalist. Retrieved September 8, 2021, from https://apps.apple.com/us/app/inaturalist/id421397028
  3. First Nations in BC. (n.d.). Retrieved September 12, 2021, from https://www.bcafn.ca/first-nations-bc/interactive-map
  4. Pojar, J., MacKinnon, A., & Alaback, P. B. (2017). Plants of coastal British Columbia: Including Washington, Oregon & Alaska. Vancouver, B.C.: Langara College.
  5. Medicinal Herbsnatural medicineherbs information. (n.d.). Retrieved September 12, 2021, from http://naturalmedicinalherbs.net/
  6. MacKenzie, T. (2019). Dive into inquiry: Amplify learning and empower student voice. Victoria, BC, Canada?: ElevateBooksEdu.
  7. Stripling, B. K. (2008). Inquiry: Inquiring minds want to know. School Library Media Activities Monthly 25(1): 50-52.

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Vision of the Future Reflection

My Final Digital Artifacts:https://www.symbaloo.com/shared/AAAACBe6ZHUAA42AhAK30w==

https://www.youtube.com/watch?v=hfd-uuOzBps&feature=youtu.be

The first link I embedded is a Symbaloo I created, which features, authentic Indigenous digital read alouds and interactive websites, all to support Orange Shirt Day. I thought it was extremely important to support my school and staff for this upcoming fall. Although I know that Indigenous content needs to be taught year round, residential schools and Orange Shirt Day were my focus for this inquiry project. I wanted to create a digital artifact and tool that could be used by staff and students and help to make the difficult and painful subject of Orange Shirt Day a little less overwhelming. The second link I provided is a screen cast of me navigating the Symbaloo and going through some of the resources.

How I started…

I was reading a book,”Genocidal Love” by Bevann Fox, while more news was coming out about children being found in residential schools. I was of course thinking about what I can do this fall to help my staff and students in regards to this news. At first, my inquiry was how can I use digital sources and resources to help support reconciliation? I was a little overwhelmed because there are so many sources out there. I began by creating a curation  of digital books that focused on residential schools. They are all mostly picture books but could most definitely be used for ANY age. The books are fantastic and as mentioned before they are all authentic and mostly local, Indigenous books that will be very helpful to support Orange Shirt Day, or any day throughout the year.

So I had a great list of curated books but thought that it needed something more. So then I began curating a list of interactive websites to help support inquiry and the list of books. Now I had all of my resources I wanted to share but I needed a platform to share them. I felt like if I were to email both lists out it would probably just get lost amongst all if the digital files my staff has stored on their computers.

Trying a new App

I was introduced to Symbaloo from a classmate. It seemed like the perfect tool to share all of my digital resources. Some of you may be asking, “what is a Symbaloo?” It is basically is a visual bookmarking tool that makes it simple and fun to organize the best of the web. You have all your favorite websites at your fingertips. With an account you can access your bookmarks from everywhere with any device and share your online resources with others. It is absolutely free to sign up (the paid version is ad-free) here is a link to sign up if you haven’t done so already: https://www.symbaloo.com/signup/start

I have learned throughout this course and program that as a TL it is our job to learn and teach all about new technology. This was my chance to try something new! So I created my Symbaloo mix. It was very user friendly. I even created another theme around digital tools for the classroom. I am very excited about this tool and hope to collaborate with staff in the fall on other themes and topics.

But it still was not quite right….

I still could not shake the feeling that if I emailed my Symbaloo and a hard copy of all the wonderful books and resources I had curated, it still might get lost in the mix. I could imagine that a lot of teachers and staff may have never heard of Symbaloo and the idea of learning about a new app at the beginning of what is sure to be a chaotic school year is crazy. How could I introduce them to these sources and at the same time demo a new app? That is when it was suggested to me to try doing a “Screencast”. At first I was very terrified to try yet another thing I have never done. I do not like hearing my voice in a recording. But, I realized that I need to get over myself and just give it a try.

Screencasting

So my incredibly resourceful teacher emailed out a google slide document that showcased how easy it is to do a screencast.With a few touches of a button I was ready to record. It took me a few tries to get it right. But otherwise it was pretty seamless. I think I really just had to get over my own ego and the thought that this had to be perfect. I came to realize that a lot of digital resources I may create in the future may not be perfect either. But, as long as I am learning, growing, reflecting and serving my school, perfection is not the goal. I think there is a lot of pressure to be perfect because of the permanent nature of our digital footprint. But I will remember to balance it out with realistic expectations. Otherwise, I feel like I could get stuck rewriting and overthinking even the simplest  post!

This Course

This course, my colleagues, my teacher and all of the previous blog posts really helped set me in the right direction, when it came to creating my digital artifact. I learned early on in this course the importance of inquiry based and digital learning opportunities. In the book, “Why School?” By Richardson,  we see Minecraft  as an example where digital learning could provide open ended inquiry learning. This book helped push me towards using digital sources and websites that were interactive. Like the example of Minecraft,  I wanted to highlight skills such as: collaborating, self directing inquiry, problem solving, and integrating digital and multi media. In my previous blog posts I wanted to focus on digital resources to support Orange shirt day and this book and discussion with my peers definitely helped propel me there. I was also thinking a lot about collaborating and the need to build strong relationships. I think this led me to creating a Symbaloo because it is highly collaborative in nature. The app also allows the document to be changed and edited at anytime which is so important because information and perspectives are always evolving. I am very grateful for my time with this course and the people in it. I thank everyone for their time, energy and support!

Here is a link to my previous post which also contains my digital artifact and how to use it:https://blogs.ubc.ca/brittlovesbooks/2021/08/07/__trashed/

Best

Brittany

References:

Clarke, B. (n.d.). Orange Shirt Symbaloo. Retrieved August 7, 2021, from https://youtu.be/AoLmJi8YId8

Fox, B. (2020). Genocidal love: A life after residential school. Regina, Saskatchewan: University of Regina Press.

McNee, D. L. (n.d.). Tech4Learning: Making Thinking Visible with Apple Technology[Google Slides].

Richardson, Will. Why School?: How Education Must Change When Learning and Information Are Everywhere (Kindle Single) . TED Conferences. Kindle Edition.

 

 

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