Let’s set the stage:

For the first part of my career, I was a high school English teacher,  mostly grade 10 and 11. At first it was easy to have a “no cell phone” policy but it kept getting harder and I felt like I was wasting too much energy policing cell phones use. I actually had a conversation with a neighbour the other day who told me she was a high school English teacher and ended up retiring because of cell phones, pretty sad! Cell phone use isn’t what encouraged me to change my career path; however, in my last couple of years teaching high school, I changed me approach. Instead of having an overarching “no cell phones” use, when the class began I told them that part of having a cell phone and being successful in the world is knowing how to use a cell phone responsibly. In English class for me it meant, not using it when I was talking, only using it for things such as online dictionary/thesaurus and possibly using it once the classroom work was complete. Maybe it was all in my head, but I felt like once I set out these parameters, students were actually more respectful and I didn’t have as many issues. My last year in high school was 2014, so I’m sure a lot has changed and there are many productive ways to incorporate cell phone use in the English classroom.

In my current situation, I am a TL at a K-5 elementary school so students don’t really bring their own devices. For most classes, the biggest issue is reminding students about safe handling of devices so they don’t damage them. At my school, we dismantled the computer lab last year and replaced it with two class sets of laptops on carts. When I began as the TL, I advocated for trying to slowly accumulate iPads, getting about 5 new ones a year, but it does seem like technology is changing so rapidly that the ones we purchased when I started (three years ago) seem old. In addition, our district has a fairly strict policy for iPad use and taken on downloading all the apps so the school cannot download our own; if we want particular apps, we have to ask our IT department and it is often a painful wait for the request to go through. Up until now, these are the only devices we use at our school.

The concepts of World Libraries and mobile devices in libraries are a bit out of my comfort zone. I kept adding to my post with ideas I was finding, some which that did not “pan out” but I got some ideas from; therefore, this post is more “stream of consciousness” as I worked through it.

Libraries in Developing Nations:

To begin, I think that for libraries in developing nations to rely on weeded book from developed nations is really unfair. The books are weeded because they 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 but to be honest, I did not know ways that developing nations obtain books or the best ways for books to be delivered to libraries in developing nations.

The American Library Association has a list of organizations that ship new books to developing countries. It is interesting that at the top of this page it basically says exactly what I say above about out-dated, damaged books.

There is a more global list from UNESCO with contacts for donation agencies for books and computers.

Maybe I wasn’t using the correct wording but I only found one Canadian agency: Canadian Organization for Development through Education (CODE). CODE appears to really only accept monetary donations, not donations of books themselves because they use the money for more than just books; it is also used for providing aspects such as educator training. There are opportunities for schools to fund raise and that might be a good organization to highlight one year at my school. What seems good about CODE is they advocate for getting books to developing nations, seems like mostly Africa, that are “culturally relevant” and “…stack library and school shelves with colorful and engaging children’s books that are appropriate for different reading levels, written in languages that children understand, and that reflect their local realities”(CODE, Literacy Programs).

Librarians Without Borders (LWB) seems like a really interesting library project in developing nations based out of Canada.

It appears that they sponsor two programs at the moment, one in Guatemala and one in Ghana. In reading about the program in Guatemala, it speaks to the fact that they collaborate with local agencies. The site states that, “The focus of this collaboration is on development and operation of a school and community library” (LWB, About, Guatemala Program). This organization helps to set up training for a Librarian position, implement a lending system, and instruction for information literacy. To obtain books for the libraries, books are bought through donations and it says they will “…selectively accept donations of new or gently used Spanish language books in at-need genres and reading levels”(LWB, Programs, Support). There wasn’t anything I could find that discussed the use of a digital library or mobile devices; however, librarians can volunteer to travel to one of the areas to visit and help with these programs! Maybe one year….

Mobile devices in libraries:

The article from our course suggested reading list under “Mobile Learning Resources”, “Turning on Mobile Learning:Global Themes” was very informative and contained a lot of interesting information pertaining to mobile uses in education in both developing and developed countries. I knew that mobile phones are more readily accessible in Africa than most of us think only because I had family members travel to Africa a few years ago. A fact from the article that surprised  me was, “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).  In addition, ““Access to robust mobile networks is nearly universal: 90% of the world‘s population and an impressive 80% of the population living in rural areas are blanketed by a mobile network. This means that learners who might not have access to high–quality education or even schools often do have working mobile phones”(6) . The article advocates for the use of mobile phones in education in all nations as ““…several countries and companies have recently made a push to develop high–digital quality resources and educational materials optimized for mobile devices” (7). I obviously found this article interesting and helpful and don’t want to quote the entire thing but it makes a lot of sense that globally, mobile networks are more accessible worldwide that we think. This article was also written in 2012 so I would assume 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. Although I did not find as much back-up information for the organization in the following video, I feel like it encompasses 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. It says it is a non-profit organization based out of Australia that sets up the digital catalog and delivers devices to students in developing countries. I tried to look up the Library for All website,libraryforall.org , but my computer told me it was an unsafe connection because the site’s security code had just expired. I could, however, connect to the Facebook page.  There is a mobile app available that I downloaded on my phone but I had trouble actually accessing the e-books.

This reminded me about all of the other companies that offer a catalog of e-books such as, Epic: Kids’Books, Audio Books, Videos & eBooks, which I could also download an app for. I wonder if these are available worldwide? I was thinking they probably are.

Where do I go from here?

So I’m not opposed to mobile devices in libraries, but like other ICT, students still need to be taught digital citizenship and media literacy skills in conjunction with use no matter the country.

In my current situation, one thing I am wondering is the feasibility of asking for donations of old cell phone that families may have hanging around home once they get an upgrade from the cell phone company. I know that cell phones still have Wi-Fi capabilities even when disconnected from phone services. That means that cell phones can still be used to access the internet for research purposes, download apps and take pictures and videos. In addition, because they are no longer connected to phone services, it would avoid safety issues connected with text messages and phone calls.  I wonder if anyone has tried to do this yet? I have a feeling there might be similar issues through our district as with iPads which I would need to check into.

Finally, it has always been in the back of my mind to look for ways that I can support global libraries; book donations have come up at my TL meetings in the past but nobody really had any suggestions. This assignment was good for giving me an opportunity to look into how I, my school and students can make a difference globally.

References:

Literacy Programs | CODE. (2020). Retrieved 5 August 2020, from https://code.ngo/approach/literacy-programs/

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

Librarians Without Borders. (2020). Retrieved 4 August 2020, from http://lwb-online.org/

Pikist. (2020). mobile phone, smartphone, hand, particles, wave, color, colorful, lines, pattern, abstract, design [Image]. Retrieved from https://www.pikist.com/free-photo-sqefd

West, M. (2012). Turning on mobile learning: global themes. UNESCO Working Paper Series On Mobile Learning. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000216451

How to share new learning with my wider educational community.

As a Teacher Librarian, I love the fact that I get to interact with everyone in the entire school. Most of my collaborative planning for co-teaching happens “on the fly” in conversations I have with classroom teachers. Through these conversations, I have built relationships and learned what each needs, wants and prefers. It took my first year of being a TL to build the trust of my colleagues in that they know they can rely on me and know I am capable. It is strange that the TL is one of the only positions where building relationships with the entire staff is a must! Now that I feel established at my school and solidified relationships, I can really start to make changes.

Start slow:

Many teachers are still getting used to the idea of having a TL available to them more often. There was a such a long time where the position was so limited that many TLs worked at multiple schools and only had time for book exchanges, maintaining the collection and maybe a few lessons squeezed in. So, teachers got used to doing it all on their own and so are out of practice with collaborative teaching. In addition, when I started as a TL, it was the big push to transition to a Learning Commons model. Therefore, classroom teachers needed time and information about what this change means. I think many still don’t understand also because the transition is still happening in many instances. I think many teachers are worried that they will get used to co-teaching and collaborating and then have it taken away again. I had one teacher tell me that she got discouraged from being let down by making plans and then, for example, someone gets sick so the teacher feels they have to do it alone again. In this instance, I worked really hard to build this person’s trust in proving that I am reliable and now we do collaborate and co-teach.

Put yourself out there:

• Join leadership committees: I have been part of the Professional Development committee, Staff committee, and volunteered to be the staff technology specialist.
• Staff meetings: In each staff meeting, the Library is on the agenda to speak, I use this time to not only speak about what activities the library is hosting but also to remind the staff of the kinds of services I offer and constantly highlight collaborative services.
• Meeting with the administration: I believe it is important to advocate for the what is best for the LLC, the school and teachers. At times, even though it is not my specific position, I feel I am speaking on behalf of teachers mostly because I end up talking to everyone in the school. The following document I accessed through the Canadian School Libraries and think it will come in handy in support of Administrators should be involved in the LLC:

Leading the Way with the Library Learning Commons:Examples of administrative leadership to transform school libraries in Canada to 21st century learning commons centres

“Principals as Leaders: “At the school level, the principal is key in establishing and encouraging working partnerships among staff and students. The principal must provide the climate for co-operation, experimentation and growth. The Learning Commons has great potential, but only when everyone participates.” Together for Learning (Ontario School Library Association, 2010, p. 40). This chart makes connections between the Ontario Ministry of Education’s Leadership Framework and how the learning commons approach described in Together for Learning builds leadership capacity.”

The chart that is referred to above gives a great outline for leadership expectations for TLs and Administrators through the LLC.

Know your audience:

I try to advocate for technology use but I know there are many teachers that don’t feel comfortable or want to avoid screen time because they feel like students get enough at home. It is my belief that we as teachers are doing students a disservice if we avoid technology altogether but I cannot force a teacher to use technology with their class. As well, it would be nice if students throughout the school all received the same skills. Therefore, if teachers are hesitant, I make subtle suggestions, at inadvertent times, until I hit on one they feel comfortable with. For example, I have suggested splitting classes in half where I work with one half on technology and the teacher works on another activity with the other half and then we switch.

This article, Introduce Little Ones to Coding, Screen-Free, with KUBO | Tech Review by  Jessica Ralli, found at School Library Journal reminded me of the different coding activities that are screen-free. Although I am not familiar with KUBO, it sounds a lot like the other coding toys, that I also have access to through my district. This is another activity that might be best in small groups or as centers. It also made me think of physical coding activities that use the child’s body to work through coding skills. So if a teacher wants to avoid screen time with students, there are other ways to sneak the skills in.

At other times, I’ve told teachers that I am offering a program for a particular grade. For example, I informed grade 4/5 teachers that I organized Coding Quest with a guest expert to help out and told them the time it was happening and they all showed up.

Professional Development Strategies:

So far, I have mostly shared my professional development strategies to a few individuals at a time. For example, I think of one or two teachers who may be open and willing to try a new technique because it might fit with a unit I know they teach or fits with their style of teaching. However, it might be time to get out of my comfort zone and the comfort zone of some of the teachers at my school and make some changes!

I like the suggested strategies in the following article to ease into providing professional development to my wider community:

Building Inquiry Understanding with Classroom Colleagues.

Article by KRISTIN FONTICHIARO

One of my key interests and a goal as a Teacher Librarian is to implement a school-wide culture of inquiry-based teaching and learning. At my particular school, this is a big challenge as I find many teachers are reluctant to try this strategy either because they feel they don’t know how to do it or they are a bit stuck in their ways. This article has some good suggestions on how a Teacher Librarian can lead a professional development workshop on inquiry-based teaching and learning in a gentle, non-judgmental way. The author  calls it “Nudging Towards Inquiry”.

What I like about this article is that it gives specific strategies to use and incorporates digital technologies. It even gives a rough outline of how the workshop(s) could go. She explains that this could be done in short “lessons” in a series of staff meetings or one workshop on a professional development day.

Fontichiaro makes this important point: ” Do not use actual lesson
plans from the local school or district; few people are truly
comfortable having their work evaluated or poked by others.
(Even asking teachers to do a search for a “good” inquiry
lesson plan in their content area could backfire, because their
selection might be criticized by others. The school librarian
providing a neutral example will eliminate any finger-pointing among faculty.) Pushing back on a third-party lesson plan selected in
advance by the school librarian—and possibly even printed
with no identification—saves problematic reactions” (p.50).

Suggestions like this are good for a staff like mine and I definitely don’t want to be the person who offend anyone; I think that is a reason why I have been reluctant to offer official professional development.

How can I evolve and adapt the access to the “Professional Collection” to be more responsive to the personalized needs of the educators, staff, admin, parents, and other members of our educational community?

When I started at my current library, the Professional Collection was stored in a locked storage room on a high shelf; there were only a few current selections with most being very out-of-date. In beginning to remove the items from the catalog, I realized that most of the barcodes had been reassigned which means those resources were removed a long time ago so I’m  not sure why they were still hanging around! Once properly disposing of those items, there were not many left over. I moved the professional collection out of the back storage and into a closed cupboard with signage on the front so that it was easier for teachers to access but not for students. I then asked for staff recommendations for professional literature but didn’t get much feedback. In talking with another colleague, it seems like teachers just bought their own copies and then kept them stashed away, our question then was, why not share? So, I like the idea that a classmate in this course shared about having a professional literature exchange for teachers through the library. I understand why some people think that the idea of “The Professional Collection” may be out-of-date but I believe it often comes in handy as a starting point in some kinds of lesson planning.

My staff has also tried a professional reading book club that took place after school. It was fairly successful with many teachers involved. This was through the professional development committee; however, I was thinking of offering it this year with the professional development that I am interested in: Launch: Using Design Thinking to Boost Creativity and Bring Out the Maker in Every Student by John Spencer and A.J. Juliani (grade level K-12) and Inquiry-Based Early Learning Environments: Creating, Supporting, and Collaborating by Susan Stacey (grade level K-3) (that I shared in the reading review A).

Since I am getting more online professional resources, networks and connections, these are things I can share with the wider school community. I would like to do this through a Virtual Learning Commons, I just need to create it first! I have tried to create one before but the format that was offered through my district was not user friendly for me. I want the Virtual Learning Commons to be used by all members of my school community so not only will I share resources for students but for teachers and parents as well such as including a Twitter feed and posting educational articles. For example, I would like to have a link to some sort of “Guidelines for creating good essential questions for inquiry”. In addition, some way for parents and teachers to give me suggestions or comments would be beneficial as well.

THE VIRTUAL LEARNING COMMONS:
This site has some good suggestions for creating a Virtual Learning Commons. I like how it suggests that it be a Participatory Virtual Learning Commons where students and teachers give input into what it contains because “if they help build it, they will use it!”.
It also give different templates for how to design a Virtual Learning Commons for different school levels so I looked at the template for elementary. It give good suggestions for elements, links and tabs to include.

 

Plans for implementation in the coming year:

A large goal of mine in offering professional development is encouraging more teachers to collaborate with me.

Currently at my school, we are not given release time for collaborative planning which makes it difficult to carry out collaborative lessons. Therefore, in the coming year, I will be advocating to my administration for more collaboration time with teachers.

My challenge for next year will be offering specific professional development workshops whether on a pro-d day or a short series in staff meetings.

Finally, I plan to develop a Virtual Learning Commons whether that be a blog or website.

References:

Coding Quest | The Learning Partnership. (2020). Retrieved 2 August 2020, from https://www.thelearningpartnership.ca/programs/coding-quest

FONTICHIARO, K. (2015). Building Inquiry Understanding with Classroom Colleagues. School Library Monthly, 31(5), 49–51.

Leading the Way with the Library Learning Commons – Canadian School Libraries. (2020). Retrieved 30 July 2020, from https://www.canadianschoollibraries.ca/leading-the-way/

Pikrepo: Royalty-free HD learning photos. (2020). Person writing learning lessons post [Image]. Retrieved from https://www.pikrepo.com/fphft/person-writing-learning-lessons-post

Ralli, J. (2018). Introduce Little Ones to Coding, Screen-Free, with KUBO | Tech Review. Retrieved 30 July 2020, from https://www.slj.com/?detailStory=introduce-little-ones-to-coding,-screen-free-with-kubo-tech-review

The Virtual Learning Commons – learningcommons. (2020). Retrieved 2 August 2020, from http://www.schoollearningcommons.info/the-virtual-learning-commons

TemplateVLC Elementary. (2020). Retrieved 2 August 2020, from https://sites.google.com/site/templatevlcelementary/

Ways I can continue to develop my skills, pedagogy and professional development.

When it comes to any professional development, I usually go with workshops that are being offered, possibly what colleagues are suggesting or, lately, much of my professional development has been through these courses for the Diploma in Teacher Librarianship.

It is challenging to stay current when you’re not taking courses and it’s fairly easy to fall into stagnant routines. In beginning to think about this topic, I admit that it was a bit more challenging than I thought it would be. So, I started with browsing our course reading, didn’t really find what I was looking for and then thought I should look for a video that might encompass some simple thoughts. I came across this video by Anita Brooks-Kirkland:

I was hoping for a video that was a little more current but I like this one because not only does she advocate for TLs being Technology Leaders, she also gives reasons why teaching with technology is intrinsic at this time. The best piece of advice she gives is “…being open and adaptable are perhaps the most important competencies and the reason why there’s never been a better time to be a Teacher Librarian”. I agree with this statement and have always believed that as a teacher in general and more so as a TL, the most important skill is to be flexible because when teachers become too stringent in routines and “stick with what has worked in the past”, that is counterproductive to improving professionally.

In the video she also mentions the article she wrote, “Becoming Teacher Librarian 2.0”, which contains links to blogs about school library programs and blogs about “the wider world of libraries”. Since this is an older article, some of the blogs are out-of-date but others are still current. I actually started getting lost in the “blog world” for a bit and read quite a bit of interesting/fun  view points. Although the video and article are older than I would like, I feel like the advice is still relevant; ideas such as, being engaged in collaborative communities helps us to model collaborative learning that we want our students to achieve and “… If we wait for the book to be written that answers these [technology] questions for us, we will be too late”. We won’t know all of the answers until we try suggested techniques.

Strategies, tools, resources and networks I can implement to maintain my explorations and development.

Colleagues:

What has been helpful in the past to help me with developing my skills, pedagogy and professional development has been colleagues throughout the district.

In beginning as a TL, it was the other TLs in my school district that were, and still are, my mentors. In our monthly meetings, everyone shares what activities they have been working on in their LLCs and any new initiatives they have heard about. In addition, TLs will email each other to ask for advice or book recommendations and we have taken to calling the group “The Great Brain”.

Our District Teacher Librarian is especially good at introducing new techniques, technologies and resources and then offering professional development workshops. For example, before my maternity leave (a year and a half ago), we had a pro-d workshop on various coding resources. We set up stations to explore technologies such as spheros, bee bots and code-a-pillar, amoung others. Our District Teacher Librarian is a great resource in general; I feel like I can ask her for help in almost anything and she has at least a suggestion.

In addition, for a while we had a District Technology Specialist that made rounds to all of the schools to introduce new technologies and helpful tools. It was really great when he visited my school and I jumped at any opportunity for him to help me out. I find you really need to reach out to those people initially so that they know you are interested in learning more because they don’t really know unless you make the connection. In addition, in situations like this, it is best to prove that you can be flexible or these people might not feel comfortable “popping in”. Once I made the initial contact, making it known that I was really interested in learning more, he would always come to me first to show off new tools. Unfortunately, the position did not continue, like so many of those do, but I will definitely take advantage of those kinds of experts in the future. In addition, even though he has gone back to being a classroom teacher, now that I have that contact, I’m sure I can ask him any questions that I have even if he is no longer in that specific position.

Exploring and experimenting:

I think that part of developing my own skills back in own library environment is trying out new strategies that I have heard of. In the exploration, as I find out what is working and what’s not, I conduct further research to improve the strategy or tweak it so it works for me and my school environment. This also relates to what Brook-Kirkland argues; you can’t wait for the technique to be perfect in order to try it, there may not always be a book outlining an exact way to carry out a technology lesson. I flush out which teachers in the school want to collaborate and try some new strategies, technologies or units. This is the best way to figure out if it is an effective, worthwhile strategy to share with other teachers.

Government resources:

A good resource to regularly check is the Province of British Columbia website. Government resources in general should be reviewed because it aligns educational expectations throughout our province and country and it has to stay current.  At this point in time the Digital Literacy Framework is a useful tool. I like the examples of suggested learning activities to promote digital literacy for different grade levels. In the grade 3-5 suggestions, there are a few I would like to try that would be quite simple to implement. Such as, “Produce a media-rich digital story about a significant local event based on first-person interviews. (C, T, RI, CI)”. I like how this idea is cross-curricular.

School Library Journal:

It seems like any time I type a question concerning the library into a search engine, the answer is provided by the School Library Journal. Oftentimes there is an article that answers my question and offers specific strategies. In addition, it provides more useful resources including links to blogs. It also has up-to-date news stories so TLs can see the current focus items. There are even articles and blogs that focus on professional development. Of course, a big focus for everyone these days is “Pandemic Resources”. This article/blog post, “AASL resources to address the challenges (and expressing your professional voice in reopening)”, I found within the SLJ helps with concerns that I have in returning as a TL after a year-and-a-half absence. I have the experience of teaching as a classroom teacher implementing pandemic safety guidelines but it will be much different as a TL.

Some ways educators and professionals are connecting and sharing their learning.

As I started searching, I realize that I already know many places that provide connections for shared learning with other educators and professionals.

BCTLA:

A really useful local resource is the BCTLA. Through the website, there are so many facets that can be constantly used to maintain professional development as a TL. There is even a professional development section of the website in addition to other helpful aspects such as a Twitter feed with other TLs sharing (I even saw a tweet from our professor!). Like I have already said, since I was teaching grade 4/5 from January until June, I feel a bit out-of-the-loop concerning LCC procedures for COVID-19, I found the article BCTLA COVID LLC Re-Opening especially helpful.
One thing I have been putting off but know I should do is to Become A Member. I was procrastinating about this because until now, I was not completely secure in my TL position but I am now so it is a goal of mine for the fall.

LM_Net:

A resource that was introduced to me through another library course is LM_Net. LM_Net stands for Library Media Network which is a listserv for School Librarians to ask questions and share information. In the course where I heard of this, the professor suggested that we subscribe to the “Digest” email which is more a summary of the main posts/questions and then it limits the number of emails. If you are interested in one of the topics, you can click on that post to read more in order to help or see what other TLs are suggesting.

A Facebook group that was mentioned in an LM_Net post, The School Librarian’s Workshop, which I added to my Facebook just recently, is serving to be quite interesting and handy. I tend to be more of a Facebook than a Twitter user, so I see those posts more often. Other TLs are asking questions and opinions on many topics and the responses are helpful to me as well. In the past few days, there has been good book recommendations for specific topics and needs.  There are even book suggestions for books that are new to me that I am going to investigate.

LibGuides:

LibGuides Community This site, like others I have already mentioned, has many options to explore topics of interest and see what other professionals are doing. What I like about this site is that other librarians at all levels of education have contributed to curated collections on specific topics.

LibraryThing:

I subscribe to LibraryThing, which I also found through another class and it’s free to become a member. Again, so many useful aspects to this site that it can be a bit overwhelming. I don’t remember where or when I heard about this site but I haven’t really had the chance to explore it too much until now. There are options to subscribe to blogs and there is a “Talk” section. Once you log-on, you can make your own lists, like a personal mini-catalog, for book and blogs. In the “discover” list, I clicked on “books” and explored the “early reviewers”which seems very interesting. Apparently, you can sign up to review books but you have to get in at the right time. I did look through the list of July books and it appears to have a good selection for different age groups.

What I can do to maintain connections and networks, to further develop my knowledge, experience and skills.

Once I have completed my library courses, it might be more challenging to maintain the level of professional development techniques that I have been obtaining. In addition, I have so many ideas that I want to try that I have learned through these courses that I intend to try, which might take a while.

Maintaining connections with individuals from the wider TL community, such as the contacts I have made through the UBC courses, will be helpful to have individuals I can ask opinions of. I can do this by keeping the connections made through Twitter and checking in on what others are doing.

In addition, subscribing to more Library Blogs or email newsletters that provide notifications when there is something new helps remind me to take a closer look every once in a while. For example, a blog that I found that I liked the set-up of for possibly my own LLC blog is this one: https://annacrosland.edublogs.org/. I also like the kinds of activities she features.

The trick for me will be to actually remember to continuously check these sites to see what is new. I will have more time to do this once I have finished my courses!

Conclusions:

Up until now, I have felt like the less experienced individual so I could passively pick and choose the professional development that was relevant to me. From this point on, I know as a TL, I am in a Leadership position and I will need to be the one who advocates for which professional development staff should carry out. Therefore, to stay current, I will need to stay connected to a wider community.

References:

BC Teacher-Librarians’ Association. (2020). Retrieved 25 July 2020, from https://bctla.ca/

Brooks Kirkland, A. (2007). Becoming Teacher-Librarian 2.0. Partnership: The Canadian Journal Of Library And Information Practice And Research, 2(1). doi: 10.21083/partnership.v2i1.280

Crosland, A. (2020). annacrosland.edublogs. Retrieved 29 July 2020, from https://annacrosland.edublogs.org/

Digital Literacy – Province of British Columbia. (2020). Retrieved 25 July 2020, from https://www2.gov.bc.ca/gov/content/education-training/k-12/teach/teaching-tools/digital-literacy

Fearful Soul. (2020). Facebook Cover Photos [Image]. Retrieved from https://i.pinimg.com/originals/7b/39/50/7b395072c468efcff1f7df439709d4f5.jpg

LibGuides Community. (2020). Retrieved 29 July 2020, from https://community.libguides.com/

LibraryThing | Catalog your books online. (2020). Retrieved 29 July 2020, from https://www.librarything.com/home

LM_NET (Library Media Network). (2020). Retrieved 25 July 2020, from http://www.lm-net.info/

Teacher-Librarian 2.0: The TL as Technology Leader. (2015). [Video]. Retrieved from https://www.youtube.com/watch?v=ble-dbvEerg