Purpose:

Throughout the school year, I am constantly in conversation with teachers, dropping in on classes, talking to and observing students, to see what everyone is interested in or working on currently. The way I choose resources and activities for the library is usually based on how learning is being directed at the school at the time. Most times, resources that pique my interest connect with learning or interests that have been expressed in my school.

In addition, I have been trying to find ways to foster a culture of inquiry in my current school as it has been sparse thus far. In my previous school, there was a very strong culture of inquiry and the grade 4/5 students would have a showcase at the end of the year presenting personal open-inquiry projects and it was fabulous! At my current school, there is limited inquiry and I have noticed that grade 4/5 students get easily frustrated and are afraid to make mistakes without having practice with inquiry-based learning starting in earlier grades. It is my goal to start teaching inquiry-type skills starting in kindergarten and continuing to build on the skills in the hopes that when those students reach grade 4/5, they will be more inclined to be successful with inquiry-based learning. As well, with teachers now being expected to teach ADST curriculum, many have expressed that this is a challenging area for them. Therefore, the module 9 reading and exemplars were very interesting to me as “Supporting Learners as Inquirers and Designers” is a particular focus in my teaching now and I will discuss the readings that I feel will help me meet my current goals for this school year.

Connections:

Just recently, in the week leading up to Halloween, for library storytime,  I was inspired by the multi-modal text examples and multi-literacy learning as of late so I decided to tell oral stories with paper props with primary students. The results were more than I could have hoped for! I was hoping to surprise and delight students with a different kind of story, which it did, but also, students were directly reporting to me that they were retelling the stories and trying to reproduce the paper props with others at center time or at home! So, I was already considering what other ways I could inspire students to create, re-create or retell stories using other types of visuals and then the module 9 readings supplied some answers and suggestions for me.

I found the example of “Story Studio” inspirational as I was thinking of creating an area of the LLC with loose parts for students to create their own stories. My school has an oral storytelling kit with loose parts such as small rounds of wood and small animal puppets but I have not seen it used in classes for a while so I thought it could be incorporated into my own “Story Studio”. I appreciate how the presentation states that the intention of the project is “….how this creative, ‘playful literacy’ structure can enhance oral language development and ALL children’s identity as author’s, artists and storytellers in other learning contexts, such as school libraries” (Good et al., 2019). It was just so great seeing the excitement and surprise from young students at their own success in storytelling that I want to keep the momentum going and foster that feeling for those students. In the presentation, I also like the suggestions for how to start because that is a part I was struggling with; deciding on where to go with this idea. I thought I needed more stories like the Halloween stories but I like how the “Story Studio” lays out “Providing prompts or provocations for storytelling through anchor books or a new material; setting an intention for the session; creating stories by gathering materials, playing with the materials and making a story through collaboration or independently and finally, sharing and/or recording the story” (Good et al., 2019). As well, I appreciate that a reflection is included because in my understanding, reflecting is one of the most important aspects of inquiry-based learning. Finally, with this presentation, I like how they shared the focus topics for different age levels and explained that the grade 5 students were just as excited as the early primary students to explore the story studio. The presentation explained that they used digital storytelling as part of the sharing process but I wish they had given some examples of what kind of digital storytelling or specific digital tools that they used.

Another useful reading from this module that connects to this idea is the book Storymaking: the Maker Movement Approach to Literacy for Early Learners. Even in the module notes it expresses that this book is already creating a buzz in BC Early Learning Networks and I also feel like there are teachers on my staff that would find this book very interesting and useful as well. Of course, most teachers already acknowledge the importance of learning through play especially in primary classrooms but I feel like the part that will be of particular interest is the sharing and communicating of “completed” stories. I found this book to be so full of great ideas that I would like to try and implement in the LLC. For example, with primary students, I already like to do “wonder” lessons with anchor texts and thought-provoking pictures so I can see adding in “wonders of the week” to a “story making” corner that could inspire story ideas for students. I like the chart on page 49 with suggestions for “Wonder of the Week”:

In addition, I can see teachers using the suggestions for how to easily incorporate “Story making” in the classroom such as students sharing stories from something that happened the day before while waiting for others to finish morning routine. 

One concern I had when thinking about how to use props in story making is how to make it structured so that it is not simply play but play with a purpose. Several times throughout the text, it reinforces the importance of students having a plan before beginning “Story making”, at one point stating, “One of the best strategies we have taught our early learners is how to imagine before they play (or make) their stories” (51). It seems so simple but it would seem to solve many potential problems and give students direction before “story making”. There are a lot of good suggestions on how to help students plan before making.

This text is so rich in information and suggestions about how to implement “story making” that it felt a bit overwhelming in reading it but it helped me come away with a better grasp about how I could purposefully carry out “story making” to practice inquiry in the library through story-telling in the LLC. The text also gives evidence to back up the claims which is always good to have if ever needing to justify why an activity is chosen.

The last article that I would like to reflect on is “Mindful makers: Question prompts to help guide young peoples’ critical technical practices in maker spaces in libraries, museums, and community-based youth organizations”. Like the two previous articles, this article focuses on maker space, which I have expressed is a current point of interest of mine. As I also expressed earlier, I find that without the opportunity to practice inquiry skills from very young, it can be difficult for older students; however, I like the suggestions in the article as ways to foster inquiry skills with those learners.  In this article as well, it makes good points to support the use of maker space activities such as “Proponents of maker spaces argue that such environments address a unique package of complementary 21st century skills and aptitudes such as creativity, innovation, transmedia navigation, visual literacy, and (if based in technology) computational thinking…”(Bowler & Champagne, 2016,117). In addition, I like how the article states that, “Production offers value beyond an end product for makers; they develop new literacies by engaging with tools and processes that may not surface in conventional learning environments” (Bowler & Champagne, 2016,118).  I found it interesting to read that the questioning process is important to the maker process and that there was found to be specific questions: “These questions can, collectively, serve as a tool kit for scaffolding critical practices in maker spaces for youth: • What will make me happy? • Who is my audience? • What resources do I have and need? • What will inspire me to give my time and effort to a project?• What do I know? • Can I let myself make a mistake? • How will my creation affect other people? • What kind of maker am I?” (Bowler & Champagne, 2016, 120-121). Like I said, sometimes it can be challenging to guide students that are a little bit older in inquiry-based learning if they do not have much prior experience and it can easily get frustrating for students and the teacher which can lead to giving up on the idea of inquiry. Therefore, it is good to have these specific focus questions for both teachers and students to keep in mind for any inquiry-based teaching and learning because, as the article argues, “The central instrument is the relationship and dialogue between mentor and youth maker. Although certainly not the only solution, question prompts that occur within the framework of a conversation can be a useful tool to help scaffold deeper thinking about making and support a disposition toward a mindful and critical technical practice” (Bowler & Champagne, 2016,124). These are the kinds of tools I need to supply teachers to encourage more inquiry-based teaching and learning at my school. 

Conclusions:

Over the years of being a TL, I have tried a few maker space and/or STEM activities in the LLC but I have yet to set up a permanent or even semi-permanent dedicated space. I am always considering where to put it, what it should contain and how to implement it for students to purposefully use. I think I have been putting it off because I knew I should do it but didn’t really have a concrete understanding. So, I am grateful that these articles are included as reading for this course and module as now I feel like I have a starting place and specific goals to begin my maker space. Finally, I feel like having a focus of oral storytelling for my makerspace will be more manageable than trying to create a makerspace with materials for every purpose imaginable.

Works cited:

Bowler, L., & Champagne, R. (2016). Mindful makers: Question prompts to help guide young peoples’ critical technical practices in maker spaces in libraries, museums, and community-based youth organizations. Library and Information Science Research, 38(2), 117-124.  

Canva. (2020). Four-panel photo montage store header [Image]. Retrieved 7 November 2020, from https://www.canva.com/design/DAEM3KU_plQ/DdMt5L6188HhxaVxVM5i_Q/edit?layoutQuery=story+website+header.

Compton, Michelle Kay, et al. Storymaking: the Maker Movement Approach to Literacy for Early Learners. Redleaf Press, 2018. (ebook)

Good, S., Araujo, J., Shuster, L., & Meredith, A. (2019). Story Studio: Collaborative Inquiry. Presentation, Burnaby School District.