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March 9, 2022 · 4:17 pm

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

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November 3, 2021 · 6:41 pm

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be up to date because so many learning commons I have seen have scarce technology and if they do have any they are old, outdated and slow.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that a collaborative space is wonderful and so important but if the information and technology, or books available are outdated collaboration and inquiry learning will suffer.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 spaces. T 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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October 10, 2021 · 11:39 am

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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September 13, 2021 · 1:18 pm

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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August 7, 2021 · 1:14 pm

Vision Of the Future

I would first like to acknowledge, that I live and work in Langley BC, on the traditional lands of the Katzie, Kwantlen, Matsqui, and Semiahmoo First Nations . With the latest developments in the news regarding the findings of unmarked graves at the sites of residential “schools”,  I thought it was extremely important to support my school and staff for this upcoming Orange Shirt day. Although I know that Indigenous content needs to be taught year round, residential schools and Orange Shirt Day are 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.

I think it is is useful to think of my artifact through a few different lenses. The First People’s Principles of Learning is a document that I think we are all familiar with at this point. There are some important points laid out in it that helped me direct my learning when it came to the artifact. Although I could probably apply all of the principles I choose to focus on a few. The first principle, “Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.” As teachers we have the necessary job to teach the kids this history  and its devastating affects. I know this is a difficult subject to teach and educators are overwhelmed and scared to do so. That’s why I wanted to make a digital artifact that would be easy to navigate and offer teachers and students easy access to wonderful books and resources.  This brings me to the next principle I chose to focus on, “Learning recognizes the role of indigenous knowledge.” All of the resources and books I chose are authentic, indigenous authors. This is extremely important because unfortunately there are a lot of inauthentic books and websites out there. As educators and as a settler here in BC, it is imperative that we hold space for Indigenous knowledge holders. The last principle I choose to focus on through my artifact is, “Learning is embedded in memory, history, and story.” residential schools may have been a horrible part of Canada’s history but there is much to learn from this. I wanted to put together books and resources that would show the stories and also the impact they had on history and our collective memory.

I was also interested in delivering my artifact completely through digital means. I know that a lot of teachers will be asking for the same resources at the same time. So I thought by providing all digital sources everyone could have access at the same time. Also, students are very engaged with anything digital. I wanted to provide a lot of online resources as well to support the digital books. Resources that could support inquiry learning. In, Will Richardson’s ebook “Why School?”,  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.

Without further ado, I present to you my digital artifact: Orange Shirt Day: A Symbaloo reading curation and interactive, inquiry based websites to support.  The artifact is available at the end of this blog post. 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: https://www.symbaloo.com/signup/start

The theme of this curated collection is books  (digital) that support The Truth and Reconciliation Act, the history and legacy of residential schools and Orange Shirt day,  which falls on September 30. Residential Schools continue to have far reaching affects on indigenous and non-indigenous communities. Starting this conversation is just the first step in this long and necessary process. Sometimes the easiest way to start the conversation or this process is through a good quality and authentic picture book.  My artifact contains 1o read alouds all available online. Some are read by the actual author and all of these books are authentic Indigenous texts from Canadian authors.  I have also included ten interactive sites that support these books and the important work of reconciliation. These sites include primary sources, teacher resources, interviews, films and more. Keep in mind that residential schools and reconciliation is a very difficult (but necessary) subject and some students may be triggered by some of the stories or information. It is important to pre-screen any of the books beforehand and determine if they are right for your students.

But First, How did I get here?

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 the fall. 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 focus on residential schools. They are all mostly picture books but can 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.

Here is my original curated list:

Digital Books to Support Orange Shirt Day:

1.When I Was Eight  Christy Jordan-Fenton, Illustrations by Margaret Pokiak-Fenton,and Gabrielle Grimard

From the author of Fatty Legs comes a story about a girl named Olemaun who is eight and knows a lot of things. But she does not know how to read. Ignoring her father’s warnings, she travels far from her Arctic home to the outsiders’ school to learn. The nuns at the school call her Margaret. They cut off her long hair and force her to do menial chores, but she remains strong. Her strength draws the attention of a nun who tries to break her spirit at every turn. But the young girl is more determined than ever to learn how to read. Based on the true story of Margaret Pokiak-Fenton, and complemented by stunning illustrations, When I Was Eight makes residential schools accessible to younger readers.

  1. Shi-shi-etko Nicola I. Campbell, illustrated by Kim LaFave

Shi-shi-etko just has four days until she will have to leave her family and everything she knows to attend residential school. She spends her last precious days at home marveling in the beauty of nature and her treasured family and way of life. Her mother, father, and grandmother take the time to share valuable teachings that they want her to remember. Shi-shi-etko carefully gathers her memories for safekeeping. This book is for all ages and tells the story from the child’s perspective. A perspective that is profoundly positive even though she is about to experience a great loss. A very important read for all on the loss Indigenous peoples have faced because of colonialism, residential schools and racism in Canada and beyond.

  1. The Orange Shirt Story Phyllis Webstad and Brock Nicol.

When Phyllis Webstad (née Jack) turned six, she was sent to a residential school for the first time. On her first day at school, she proudly wore a shiny orange shirt that her Granny had bought for her. When she arrived at school, she was told that she could not wear her favourite shirt. It was taken away from her, never to be returned. The Orange Shirt Story tells the true story of Phyllis and her orange shirt and of Orange Shirt Day, an important day of remembrance for Indigenous peoples and all Canadians.

  1. When we were Alone David A. Robertson, illustrated by Julie Flett

When a young girl helps tend to her grandmother’s garden, she begins to see things about her grandmother that make her curious. Why does her grandmother have long braided hair and wear beautifully coloured clothing? Why does she speak another language and spend so much time with her family? As she asks her grandmother about these things, she is told about life in a residential school a long time ago, where everything was taken away. When We Were Alone is a story about residential schools and the damage that ensued. This story is suitable for all ages.

  1. Shin-chi’s Canoe Nicola Campbell. Illustrated by Kim LaFave

From the same creators as Shi-shi-etko, comes a book about six-year-old Shin-chi as he heads to residential school for the first time with his older sister. It is the sequel to Campbell’s Shi-shi-etko. The story shows children being driven away in the back of a cattle truck, Shin-chi’s sister tells him all the things they must remember about home. Shin-chi knows it will be a long time before he sees his family, not until the sockeye salmon return. Shin-chi endures a long year of hard work, hunger and loneliness before returning home to his family with his sister. This story is for all ages and although it is a sequel could be read on its own or in any order.

  1. Stolen Words Melanie Florence Illustrated by Gabrielle Grimard

Gilpin, Jennifer. “Stolen Words.” YouTube, 23 Sept. 2018, www.youtube.com/watch?v=y4TA88cz7HU.

This is a story of the beautiful relationship between a little girl and her grandfather. When the girl asks her grandfather how to say something in his language, Cree, he tells her that his language was stolen from him when he was a boy. The little girl then sets out to help her grandfather find his language again. This sensitive and beautifully illustrated picture book explores the intergenerational impact of Canada’s residential school system, and the impact it continues to have on Indigenous children and families. Suitable for all ages.

  1. You Hold Me Up Monique Gray Smith, illustrated by Danielle Daniel

Orca Book Publishers. “Monique Gray Smith Reads ‘You Hold Me Up.’” YouTube, 21 Aug. 2017,www.youtube.com/watch?v=Uiuev2fXvRU.

This beautifully illustrated book encourages children to show love and support for each other and to consider each other’s well-being in their everyday actions. Monique Gray Smith wrote You Hold Me Up to start a dialogue among young people, their care providers and educators about reconciliation and the importance of the connection’s children make with their friends, classmates and families. This is an important book about building relationships, fostering empathy and encouraging respect between peers, starting with our children. Appropriate for all age ranges.

  1. As Long as the Rivers Flow Larry Loyie, Constance Brissenden illustrated by Heather D. Holmlund

Seery, Kristina. “As Long as the Rivers Flow.” YouTube, 17 Mar. 2020, www.youtube.com/watch?v=eiY015KDWFM.

This is the story of Larry Loyie’s last summer before entering residential school. The story takes place in Northern Alberta and follows the character, ten-year-old Lawrence and his Cree family.  It is a time of learning and adventure. He cares for an abandoned baby owl and watches his grandmother make winter moccasins. He helps the family prepare for a hunting and gathering trip. The narrative approach shows readers what this Cree family was like during the last summer before residential school. Themes of family values, learning by doing, and Cree culture add to the book’s value. It is highly recommended for elementary students.

  1. Fatty Legs: A True Story Christy Jordan-Fenton and Margaret Pokiak-Fenton illustrated by Liz Amini-Holmes

Annick press. “Christy-Jordan Fenton Reads the First Chapter of Fatty Legs.” YouTube, 14 Apr. 2020, www.youtube.com/watch?v=53VZxiHBG0k.

This is a true story about eight-year-old Margaret Pokiak who has set her sights on learning to read, even though it means leaving her village in the high Arctic. Faced with unceasing pressure, her father finally agrees to let her make the five-day journey to attend school, but he warns Margaret of the terrors of residential schools. At school Margaret soon encounters the Raven, a black-cloaked nun with a hooked nose and bony fingers that resemble claws. She immediately dislikes the strong-willed young Margaret. Intending to humiliate her, the heartless Raven gives gray stockings to all the girls — all except Margaret, who gets red ones. In an instant, Margaret is the laughingstock of the entire school. In the face of such cruelty, Margaret refuses to be intimidated and bravely gets rid of the stockings. Although a sympathetic nun stands up for Margaret, in the end it is this brave young girl who gives the Raven a lesson in the power of human dignity. This book is recommended for upper elementary students grade 3 and up.

  1. My Heart Fills with Happiness

Monique Gray Smith, illustrated by Julie Flett, translated by Mary Cardinal Collins

This is a beautiful board book which reminds its readers to reflect on the little thigs in life that bring us joy. The sun on your face. The smell of warm bannock baking in the oven. Holding the hand of someone you love. What fills your heart with happiness? Author Monique Gray Smith wrote My Heart Fills with Happiness to support the wellness of Indigenous children and families, and to encourage young children to reflect on what makes them happy.

So after hours of double checking sources ( a classmate suggested checking if a book is authentic by searching it using the website https://www.strongnations.com/ ) I was happy with my list but it did not seem like enough. I thought all of these books were fabulous but it was just a start

So then I began to scour the internet for interactive websites that would make these books even stronger. That would provide students with a way to answer questions they may have or to help guide an inquiry. I came up with a list of interactive websites and resources. Here they are….

Interactive Websites to Support

1.Project of heart http://projectofheart.ca/

Project of Heart is an inquiry based, hands-on, collaborative, inter-generational, artistic journey of seeking truth about the history of Aboriginal people in Canada. Its purpose is to examine the history and legacy of Indian Residential Schools in Canada and to seek the truth about that history, leading to the acknowledgement of the extent of loss to former students, their families and communities. Also, to Commemorate the lives of the thousands of Indigenous children who died as a result of the residential school experience. This has a big B.C focus and a ton of resources for teachers and students.

2.Secret path https://secretpath.ca/

This is a website dedicated to the poems, album and graphic novel “Secret Life” by Gord Downie and Jeff Lemire. Downie was inspired by the story of Chanie Wenjack, a twelve-year-old boy who died fifty years ago on October 22, 1966, in flight from the Cecilia Jeffrey Indian Residential School near Kenora, Ontario, walking home to the family he was taken from over 400 miles away. This website is best suited for intermediate students and up. It includes a film and discussion panel, interviews, talk with the illustrator and so much more.

3.Legacy of hope foundation http://legacyofhope.ca/

Legacy of Hope provides resources, lessons, ideas and online exhibitions focused on Canada’s century-long Indian residential school system. They support healing and reconciliation in the classroom, in communities and across the country.

  1. Was there a residential school near you? https://www.cbc.ca/news/indigenous/residential-school-interactive-map-beyond-94-1.4693413

Was there a residential school near you? Take your students on a journey and have them discover where the closest residential school was on this interactive map. The website also includes interviews from actual survivors. A great visual source of information for all ages. Warning the interviews might be triggering for some students.

  1. Fatty Legs http://empoweringthespirit.ca/fatty-legs-webinar-series/

This website is dedicated to Fatty Legs the book. However, it could be used even if you are not using the novel in your classroom.   This two-part webinar series is about the book Fatty Legs, which includes meeting the author of the book and her mother-in-law (whom the book is about) and a teacher who has used the book with her grade seven classroom. You will learn about the origin of the book and how it can be used to support student learning about the topic of residential schools.

  1. The First Nations Education Steering Committee: http://www.fnesc.ca/irsr/

This website provides classroom resources and other materials related to truth and reconciliation. It also includes a ton of resources grouped by age range with topics including first nations math, authentic First people’s resources and science to name a few.

  1. Where are the children: http://legacyofhope.ca/wherearethechildren/

This website has an interactive timeline of the political events and the events of residential schools, as well as over 40 videos of survivor’s stories.

8.Truth and reconciliation act of Canada http://www.trc.ca/

Read the final report from the Truth and Reconciliation Commission of Canada on the commission’s official website and learn more about the TRC.

  1. Residential School Archive Project: The Children Remembered https://thechildrenremembered.ca/school-locations/

This website was developed by the United Church of Canada Archives. It gives detailed histories of several Indian residential schools in Canada.

10.Orange Shirt Day https://www.orangeshirtday.org/

Everything including the origins and history of Orange shirt day. Teacher resources and pictures

  1. Residential schools and reconciliationhttps://learning.royalbcmuseum.bc.ca/pathways/residential-schools-reconciliation/read/

This site contains actual primary documents from two residential schools in BC including video footage

So Now I was cooking! I was happy with my curation and also pleased with my digital resources to help support. But it still felt like it was lacking. I feel like if I were to email this lovely list of books and resources many teachers would just be overwhelmed and possibly not use it. I wanted to try and be a little adventurous and try some new technology I have not used before. This is when I was introduced to Symbaloo.

Why Symbaloo?

Ok as I mentioned previously, Symbaloo is a app that lets you visually bookmark any of your favourite sites in one place. You can make themes to your bookmarks and it helps you keep track and organize online resources. It is free and very easy to use. I thought this would be the perfect tool to get my teachers and students excited about these resources. It is highly visual so online documents and websites don’t get lost in he mix. Also, it allows anyone to curate or create mixes around a theme. Teachers are always looking for new tools to help stay organized so while I am introducing or maybe reintroducing books and sources I could also intro this easy to use tool. This tool also allows the document to be changed or added to. Unlike a lot of paper documents, it is easy to edit and add to. You can even collaborate with others on a webmix.

Here is my Symbaloo I created >>>>>>>>https://www.symbaloo.com/shared/AAAACBe6ZHUAA42AhAK30w==

 

 

I hope that my staff and others will find it very useful and perhaps add to it throughout the year. We could also collaborate on other themes and topics.

But wait there is more….

After chatting with classmates and our teacher Darcy,  I decided I could take this one step further. Darcy suggested that I try doing a screen broadcast explaining the books and resources, I have chosen through my Symbaloo. This is something I have never done before and honestly made  me extremely anxious! I do not like the sound of my own voice and I get nervous doing anything like this. But, I was up for the challenge! I also  thought this would be excellent to show my staff how to use the new app and at the same time demonstrate and explain why I chose the sources. With Covid and restrictions still in question, I may not have the ability to demo these resources in person to my staff. Also, if I just emailed out the Symbaloo or list or resources many staff may just bury them in a pile of things they are already bogged down with. I thought this was really a learning opportunity for me as well as a chance to highlight these great resources. I plan on sharing this screen cast, the Symbaloo and this blog post with my school during the first week back. I Know that teachers have a lot going on at this time but September 30 will roll around very quickly!

I thought that recording my screen and sharing all of my info was going to be tedious and arduous. I could not be more wrong. Thanks to a highly informative slideshow from Darcy I was able to make all of my screen broadcasting come true! I am sure there are other ways to do this too, but this seems like the easiest option for Apple users. 

So with some trial and error I created a screen cast of my demonstrating my Symbaloo and all of the wonderful books and resources I have curated. Ok honestly, I deleted the first three I created. It still is not perfect and I still have a lot to learn.  I hope it is the start of me becoming more comfortable and confident creating digital resources like this.

Here is my first ever Screen recording:https://youtu.be/hfd-uuOzBps

In The Future…

If this artifact is useful for my staff and school , I may create more using the same process. It seems like creating screen broadcasts may be very useful to demo how to use new apps and technology and also when sharing new books and resources.I could even do a Pro D on apps like Symbaloo and others using my new skill of using screen broadcasts. Teachers  may also want to collaborate with me in creating Symbaloos based on themes and subjects throughout the year. I feel like this would be so useful to everyone because a lot of times very useful info and sources online get lost in the vast amounts of information out there. If we all had one place to go and collaborate together this could be a game changer! I hope that along the way I may have inspired someone else to try something new. To keep the First Peoples learning principles in  mind while navigating new technology is also a very useful lens to use while trying new things.

References:

Annick press. “Christy-Jordan Fenton Reads the First Chapter of Fatty Legs.” You tube, 14 Apr. 2020, www.youtube.com/watch?v=53VZxiHBG0k.

Campbell, Nicola I., and Kim LaFave. Shi-Shi-Etko. Groundwood Books, 2005.

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

Florence, Melanie, and Gabrielle Grimard. Stolen Words. CELA, 2018.

Gilpin, Jennifer. “Stolen Words.” You tube, 23 Sept. 2018, www.youtube.com/watch?v=y4TA88cz7HU.

Jordan-Fenton, Christy, et al. When I Was Eight. Annick Press, 2013.

Jordan-Fenton, Christy, et al. Fatty Legs: A True Story. Annick Press, 2020.

Learning First Peoples Classroom Resources – First Nations Education Steering Committee FNESC. (2020, October 20). First Nations Education Steering Committee FNESC. http://www.fnesc.ca/learningfirstpeoples/

Loyie, Larry, et al. As Long as the Rivers Flow. Groundwood Books, 2003.

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

Monique Gray Smith. “My Heart Fills with Happiness.” You tube, 26 June 2017, www.youtube.com/watch?v=sBCNFMzvyl4

Orca Book Publishers. “Monique Gray Smith Reads ‘You Hold Me Up.’” You tube, 21 Aug. 2017, www.youtube.com/watch?v=Uiuev2fXvRU.

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

Robertson, David, and Julie Flett. When We Were Alone. Highwater Press, 2016

Seery, Kristina. “As Long as the Rivers Flow.” You tube, 17 Mar. 2020, www.youtube.com/watch?v=eiY015KDWFM.

Shin-Chis Canoe. Moving Images Distribution, 2018.

“Shin Chi’s Canoe by Nicola Campbell. Read by Grade 7/8 Students.” You tube, 25 Sept. 2017, www.youtube.com/watch?v=ktV1CdIUEIY.

“Shi Shi Etko.” You tube, 16 Sept. 2016, www.youtube.com/watch?v=Ha6vMDGmzYo.

Smith, Monique Gray, et al. You Hold Me up = Gimanaadenim. Orca Book Publishers, 2021.

Smith, Monique Gray, et al. My Heart Fills with Happiness = Nijiikendam. Orca Book Publishers, 2021.

“The Orange Shirt Story Read Aloud.” You tube, 25 Sept. 2018, www.youtube.com/watch?v=MPTnKXK92R4.

Webstad, Phyllis, and Brock Nicol. The Orange Shirt Story. Medicine Wheel Education, 2018.

When I Was Eight – YouTube. www.youtube.com/watch?v=LSBrkJn3NeI.

“When We Were Alone Read Aloud.” You tube, 25 June 2018, www.youtube.com/watch?v=1ExGDcnPH38.

 

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August 1, 2021 · 1:22 pm

Inquiry Post #4 Developing World Libraries and the Impact of Mobile Devices

Developing World Libraries

I started out this inquiry thinking about how our libraries in “developed” nations tend to weed books and sometimes donate them to developing countries. A year ago I would have thought this was perfectly acceptable. Now I am completely against this idea.  The books are weeded because they usually are out-of-date, damaged or unpopular so that doesn’t change if they are given to another library. Students in developing countries have enough educational challenges without being given out-of-date reading materials. I learned that weeded brooks should end up in the dumpster or repurposed into a craft or something else.

I then set out to research how developing countries obtain books. This is what I found….

https://uil.unesco.org/library/aladin/toolkit/donation-agencies UNESCO’s website has a long list of agencies that provide books, computers, funding  and other resources to developing nations.

https://www.ala.org/aboutala/offices/iro/iroactivities/intlbookdonationsThe American Library Association’s website also has an expansive list of organizations that provide books and other resources to developing nations. They also echo my sentiments when they say, “ Be aware however, that most organizations only accept new books or books in good condition-these are not places to “book dump” unwanted literature. Books that are outdated, damaged, and worthless are going to be just as useless abroad.” (ALA.org, American Library Association)

https://code.ngo/ This website is Canadian! CODE  only accepts monetary donations, and the money is used for books and resources but also used fo educator training. The website also notes that books donated are carefully chosen and are “culturally relevant” and written in languages that children understand, and that reflect their local realities”(CODE, Literacy Programs).

Mobile Devices in Libraries

I have usually always worked with younger elementary students. So I have not really had to deal with mobile devices in the classroom. Sure, I had my kids using iPads and laptops but I felt like it was a equitable situation because the school provided all of the equipment. This fall I will be working in a middle school library. Therefore, I am sure that I will be dealing more with kids having their own devices. I am not opposed to kids bringing their own devices (especially when devices are lacking in the school). However, I worry about accessibility for all and of course equity. Not every student will have the latest technology and so are they going to be disadvantaged because of this? I still don’t fully know what my teaching partners or the school policy is when dealing with kids bringing their own devices. This is something I NEED to find out before starting my job.

So going into this week equity was at the forefront of my brain. I was pleasantly surprised when I went though this weeks readings, particularly, “Turning on Global Reading: Mobile Themes” https://unesdoc.unesco.org/ark:/48223/pf0000216451I was shocked from a fact from the article that “Currently, over 70% of mobile subscriptions worldwide come from the developing world, and thanks to rapidly declining prices, powerful mobile handsets previously available only to wealthy individuals are increasingly within reach of the poor” (6). I guess my assumption that access to mobile devices in developing nations was wrong! I still can’t help to wonder about access to stable internet connections though. I mean, even in Canada a lot of rural populations have no or a poor internet connection. And also here in this “developed’ nation a lot of kids do not have their own devices, and if they do they have to  share them with a parent or a sibling. 

The article above advocates for the use of mobile phones in education in all nations. I think it is correct in this statement  and now that I know mobile devices are more accessible than I thought I feel the same way. It helped me realize mobile networks are more accessible worldwide that we think. This article was also written in 2012! So I would think that the access and use of mobile devices and networks are more prevalent worldwide now.

In my search for how to develop global libraries, it seems like for many, the answer to getting current literature into the hands of students in developing countries is through digital means. It makes sense. There are many books available at the fingertips of these kids as long as they have a device and an internet connection. They don’t have the burden of storing these resources and if the book is not available in their language, there are so many free and easy translating apps online. I could not find much information for the organization in the following video, but  I feel like it touches on many of the ideas that I was finding for other organizations in support of digital libraries.

As the video explains, it is a catalog of e-books that can be accessed through any digital device. I could’nt access the same books myself because the link was expired. So this brings up other questi0ns for me like, where does all of this get stored? Who maintains the sites?Privacy concerns and of course access. It also reminds me of other apps I use that are pretty much the same premise such as as, Epic: Kids’Books, Audio Books, Videos & eBooks,. I am assuming that these apps are available worldwide and in other languages too.

 

So now what?….

I feel my thinking about mobile devices in my school and abroad has really changed. I think now that I know mobile devices are more prevalent everywhere I am accepting that they should be used more often in our schools. I also think that the need for teaching digital citizenship is more dire than ever. It cannot just be a one off lesson either. This is something that needs to be continually taught in and out of school.

I still worry about equitable access for my students and kids around the world. Just because they have access to a device does not  mean that the device is current  or that they have reliable internet access.

I remember when the pandemic first hit, Canada was taking about making internet access a right to all citizens. But now that Covid is winding down and things are going back to “normal” I worry that this may just get buried again. I found this article  https://torontolife.com/city/the-post-pandemic-future-affordable-internet-will-become-a-universal-human-right/that states the UN declared internet access a human right, back in 2016. But I worry that we are still so far behind when making sure that every Canadian and person in the world for that matter, has equal access. I can advocate for my school to let students bring their own devices when possible but also make sure that those who don’t have a device have access somehow. I will continue to follow how our government plans on providing  its citizens with affordable and quality internet access too.

Finally, I also understand to a much greater depth how my school and I can support library’s  especially globally. Also, how nobody wants our weeded books and that digital literacy and citizenship are complex skills that need to be continually taught and developed.

 

References:

Admin. (2017, July 18). International Donation and Shipment of Books. Retrieved August 1, 2021, from https://www.ala.org/aboutala/offices/iro/iroactivities/intlbookdonations

Alejandra Ruiz Vargas |  August 19, 2., &  08/19/2020, A. R. (2020, August 19). The post-pandemic future: Affordable Internet will become a universal human right. Retrieved August 1, 2021, from https://torontolife.com/city/the-post-pandemic-future-affordable-internet-will-become-a-universal-human-right/

Donation Agencies. (2018, February 22). Retrieved August 1, 2021, from https://uil.unesco.org/library/aladin/toolkit/donation-agencies

IntoConnection. (2015). Getting Kids To Read in Developing Countries With E-books [Video]. Retrieved from https://www.youtube.com/watch?v=3jWECWnGgTw

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3 Comments

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July 7, 2021 · 6:25 pm

Hello Libe 477!

Welcome to my blog. This is pretty new, so please feel free to leave a comment! I am looking forward to our virtual time together!

Brittany

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