Essential Question Revisited
How do I create a learning environment, including resources, technology, and curricular support, that meets the needs of my school’s diverse student population?
Throughout the course, I attempted to approach the learning curation with the above question in mind. My school’s population is very diverse and it can be challenging working within a budget and a bureaucracy to provide a wide array of resources to meet all the needs. Working through the modules though, I was encouraged by many ideas presented.
Module 3 reminded me that my first priority is to ensure that every student has access to a choice of books at the proper reading level, covering a broad range of subjects. Choice is the key to encouraging student engagement with books. Module 4 looked at multi-modal literature, both digital and traditional. Digital texts and e-readers are somewhat new to me, since it is not a medium I generally gravitate toward. It makes so much sense, though, to make these types of texts readily available in a school such as mine because of the broad range of academic and interest levels. The accompanying assistive technologies, which are sometimes built in, also offer great supports to struggling readers.
Module 8 reminded me that I can offer help in using the Web 2.0 tools, to give students alternate methods of demonstrating their learning. Going beyond just manipulating information, in the future students will create more content to be shared with their peers. Module 9 suggests this collaborative space will be centered in our learning commons and this is a vision I have for our new school. I hope to help construct a space conducive to collaboration and creativity, where students can use technology to enhance their learning experience.
I had not thought about social justice within the library per se until I read Module 11. Logically though, in terms of information and expression, that the library/learning commons should champion the effort to ensure everyone within our school community has a voice. Older texts with subject matter or language which may offend today should be acknowledged as a starting point for a discussion on wider social issues, not necessarily hidden away banned. There are some texts in my library that may fall under this umbrella, but working through the module and discussion has helped me feel more confident in defending them as part of the school’s collection.
Finally, Module 12 came at a good time professionally for me, as I am in the midst of convincing government officials how our new library/learning commons should be furnished and set-up. I have not had to advocate for much in the past so I am now in a crash course!
One thing I will take away from the process of working through this learning curation is that we need to be satisfied that we are making our best efforts. If we as teacher-librarians continue to speak up for our students and support our staff’s efforts to integrate technology and differentiate their lessons, we are making a difference. I will continue to search out suitable materials that support our curriculum and peak student (and staff) interest. I will continue to promote myself as a collaborator/resource-locator/technology expert (in training) within my school and encourage my co-workers to experiment with some of the amazing tools and strategies we have discussed in the course.
The largest resource collection or flashiest learning commons does not necessarily make the most in-roads educationally with students. That depends upon building a strong school community, forged through relationships and authentic learning experiences.