MODULE 1
As a social studies teacher, I often supplement curricular materials with other resources (print, film, audio, experts, etc.) and find this an effective way to engage students. History becomes more relevant when audio, video, artifacts, or other tangible entities can be included in the students’ experience of a topic. It can, however, be difficult to find the right resources to help create the authentic learning experiences we strive to provide. Now that I am in the library/learning commons, I find myself in the role of assisting teachers in their own quests for resources to support their curriculums. It can be challenging, particularly when I am looking outside my own subject area. I would like to explore ways to streamline this process, perhaps creating a framework/starting point to support my searches. Along with this I want to improve the relationship between my staff and the LLC and encourage more collaboration, using the resource-based/inquiry model as our arena.
In reviewing the Leading Learning document, one of the themes stood out with regard to resource-based teaching. The category titled, “Cultivating effective instructional design to co-plan, teach and assess learning” (Canadian Library Association, 10), fits with my vision for the learning commons I am working with my colleagues to create. I want to determine how to best establish a usable, effective, and efficient pool of resources within the new LC, under the umbrella of collaboration and co-teaching. Would a planning structure work best or should I be looking at establishing an actual “resource library” (physical or digital?) built for specific units or courses? What is the role of the TL in this process, support person, expert…or?
My question at this point is quite broad. The two main goals of this learning curation for me are to initially find ways to increase collaboration between teachers and the LC (i.e. relationship building to encourage more resource use) and secondly to establish a framework for evaluating resources that meets our needs so as to build specific collections, or an in-house resource database, to share with staff.
I will present this learning curation as a blog. This way I can include my own reflections, while practicing using Web 2.0 tools so as to then pass those skills on to my staff. I intend also to include links and information around resource-based teaching which I can share with my co-workers.
Professionally, during this semester, I need to re-invent the role of the teacher-librarian in my school to one of collaborator and co-teacher. I need to nurture relationships with staff so as to maximize the potential of the library and to encourage their input around our new learning commons. I need to bring a sense of comradery back to the space and focusing on resource-based/inquiry learning could be an effective platform, knowing my staff.
MODULE 2
Thinking in terms of our transition to a learning commons, I feel that my school is making some progress but there is still a lot of work to do. Next year we are moving to a new building which will address some of the spatial and technological issues faced in the current location. New furniture (movable, flexible seating), some hardware upgrades, and a reconfigured layout will all help.
The bigger issue is one of relationships. As I’ve said, I work part-time with a job partner. Because of past precedents and how the space was administered, the result is that currently there is little collaboration between the library and classroom teachers. My aim is to change that culture. I’m hoping to start small by making people aware of the services the learning commons can provide and gradually working into more involved collaborations. I’m also hoping to encourage the use of more technology, where appropriate.
I have completed the BCTLA’s check-list and added a few thoughts (my comments are italicized). Please excuse the spacing anomalies.
From BCTLA document From School Library to Library Learning Commons (2014)
Staffing and Staff Relationships
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The school has a school library program and a teacher-librarian (TL) who will work with a team to plan and implement the LLC project. (YES) |
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The allocation of TL staffing to the LLC is sufficient to enable the growth of an LLC program. (YES)
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The TL has engaged with colleagues to create a flexible, dynamic, and collaborative inquiry-based SLRC program. (NO) |
The library is sufficiently staffed but potential for meaningful collaboration has not been explored fully in the past.
Access
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Students, parents, and staff have equitable access to a qualified TL and the resources and space of the LLC before, during, and after the instructional day. (YES)
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The learning community has access 24/7 to the virtual learning commons. (YES)
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The TL assists the learning community with the changing formats of resources, helping them to acquire skills and knowledge about ethical and effective use as well as equitable physical or virtual access. (SOMEWHAT) |
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The TL is knowledgeable about the automated library management system, district collections, codes and passwords, subscriptions and licenses, terms of use, copyright and privacy laws, information ethics and academic honesty, as well as information and other literacies. (YES) |
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The TL provides access to resources that are current, diverse, and complex; they are available in multiple formats and for different learning styles and abilities, and purposes. (SOMEWHAT)
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Criteria for the TL’s selection of resources are grounded in his or her unique understanding of needs of the school and its culture, the BC curriculum, and Canadian culture. (YES)
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The TL and the LLC are included in all plans for literacy development; reading is foundational for student success and students like to read books they have chosen from a wide range of quality literature and information books. (SOMEWHAT) |
Issues in Access stem from the relationship between the library and the rest of the school in the past. This is a major focus for me, being included in literacy discussions and to ensure teachers are aware of what the teacher-librarian can do in terms of ethical and effective use of digital technology.
21st Century Teaching and Learning
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The administrator recognizes that investing in an LLC is an investment in 21st Century learning and in student achievement. (YES) |
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The TL has successfully made the case, and the staff understands, that transforming the school library into an LLC requires additional funding. (N/A) |
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The TL works collaboratively with teachers to promote and support technology-rich resource- and inquiry-based teaching and learning. (NO) |
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The TL is encouraged to participate as a professional in the learning community; from the unique view inside the learning commons, the TL shares responsibility for assessment of behavior and learning. (NO)
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The LLC provides a variety of professional development opportunities and resources; the TL provides a context and content for professional and pedagogical conversations. (NO) |
As above, pre-existing relationships between the library and the rest of the school have not encouraged this type of collaboration or supported technology education. The move toward an LLC came from the Department of Education (top-down) and there is government funding available to undertake some aspects of this initiative.
Collaborative Culture
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The administrator is key to the collaborative culture of a school; LLC culture begins with the support of the administrative team for the development of teaching and learning partnerships. (SOMEWHAT)
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The TL builds and cultivates learning partnerships amongst staff, students, and parents, as well as extending these partnerships to both local and global communities. (NO) |
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Staff and students place value on being a collaborative community; the LLC is both a key to this and a reflection of this. (SOMEWHAT) |
Openness and interest in more collaboration is growing, though the library has not been a leader in this regard.
Technology
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Students and staff have sufficient and equitable access to current production and presentation hardware and software to enable technology integration with teaching and learning in the LLC. (SOMEWHAT) |
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Technology is understood to be a tool that enables learning, connection, creativity, construction of meaning, and knowledge production. (SOMEWHAT) |
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The TL is a member of the school’s technology committee. (NO) |
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The technology committee understands that an adequately and professionally staffed LLC ensures the most equitable site in the school for access to technology. (NO) |
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The technology committee, guided by the TL, prioritizes access to a range of technologies in the LLC, including ready access for students’ own devices. (NO)The TL ensures students and staff are responsible users who are technology literate and media aware. (SOMEWHAT)
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Technology distribution is centralized with the Dept. of Education. There is no technology committee in the school. There are some efforts within the library to promote media literacy and responsibility of use.
Infrastructure
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The facility has robust internet access and good technical support. (SOMEWHAT) |
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It has sufficient electrical outlets on different circuits. (NO) |
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Tables and chairs are easy to move and to reconfigure to provide workspaces for individuals, small groups, and whole classes. (SOMEWHAT) |
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There are comfortable seating spaces for quiet reading, story-time, independent study, class sessions, and shared reading. (SOMEWHAT) |
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There is a flexible presentation space in one or more instructional areas that include an area for computer access. (NO) |
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The TL teacher-has undertaken a thorough assessment and weeded the existing print collection in order to reduce its footprint and increase space to enhance instructional capacity. (YES) |
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The retained collections and on-going selection of resources support the school’s unique local learning needs, the provincial curriculum, Canadian culture, students’ reading interests and abilities, and development of an expanding worldview. (SOMEWHAT) |
We are moving to a new facility next year and many of these issues have been addressed in the planning.
In reviewing the checklist, it is apparent that many of our challenges in the transition are regarding to the attitude of the staff and the willingness of both classroom teachers and teacher-librarians to embrace a culture of collaboration. As I’ve mentioned previously, I currently share this TL position and it has been challenging to affect real change. I’m not sure what the future holds, but if I do have the opportunity to develop this learning commons program fully, relationship building will be a primary focus.
The importance of working together for a common goal can’t be overstated!
http://youtu.be/nE6mDCdYuwY
Work Cited
From School Library to Library Learning Commons: A model of school-wide, pro-active, and systemic change. Ekdahl, M. and Zubeke, S., eds. Vancouver School District #39. 2014. Web.
