Tag Archives: learning commons

March 1, 2015 · 10:25 pm

Module 9

Loertscher’s and Koechlin’s 2012 article “Dear Teachers: The Learning Commons and the Future of Learning, Response to a Canadian Study” was written to comment on the results of a study done by the Media Awareness Network in which classroom teachers discussed the use of technology by students, its benefits and its challenges. From the perspective of the teacher-librarian and the learning commons, the authors address the key findings regarding students’ limited proficiency in using technology and provides suggestions on using it to support learning effectively.

A number of points stood out for me as I reviewed this article. Firstly, the authors put a strong emphasis on the need for collaboration between the teacher-librarian and the classroom teacher in addressing virtually all the challenges raised in the report. The TL is presented as a resource person, support teacher, and planning partner available to assist in technology integration. In terms of advocacy, I think this is a great angle to work to convince staff and administrators of the vital role the TL and, by extension, the learning commons play in the school.

Secondly, I thought the discussion on the filtering of information was interesting. The study states that “restrictive policies designed to protect students from online content take away the very opportunities they need to acquire these skills (Loertscher and Koechlin, 52). The tone of the study’s point suggests this is an issue of teachers’ professional judgements not being trusted. I did not feel the authors actually addressed this idea, saying that trained technology directors know how to find the balance. I would argue that some filtering is necessary. My school has an “open” system, with fewer restrictions on accessible websites than others in our district, and is also adopting a BYOD policy. As far as developing digital citizenship skills, the filtered Internet still provides many opportunities for students to make judgements and responsible choices on what to view and utilize. Many things slip through the “net”…

Finally, related to the previous point, the authors emphasize the idea of needing students to connect with others online by collaborating and contributing to discussions. This is a challenge in my district because of very restrictive policies on privacy and protecting student information. At the moment, the Google Drive suite is not supported because the department is still “discussing” whether or not students’ privacy could potentially be violated through its use. A tool like Google Docs allows for collaboration while giving students experience with a web tool. Many students already use it and it is frustrating for them when they cannot, for example, edit their own document from their account on a school computer. Sometimes it feels like the fear of liability from those on top paralyzes progress in our schools.

Readers are reminded that our end game is promoting strong digital citizenry not focusing on technical proficiency. Loertscher and Koechlin again take the opportunity to emphasize the role of the learning commons in this process. “It is a community, yet it is also a place of personal growth and development. It is all about me, and we, and winning at learning” (54).

This is one of my favourite graphics, discovered during another TL course. I’d love to see this hanging in my learning commons…and staffroom!

Technology is a Tool

Creative Commons licensed image courtesy Bill Ferriter

Work Cited

Loertscher, David V. and Carol Koechlin. “Dear Teachers: The Learning Commons and the Future of Learning, Response to a Canadian Study.” Teacher Librarian 39.4 (2012). 51-54. Web.

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January 13, 2015 · 1:02 pm

469 – Modules 1 & 2

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

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) 
 

The allocation of TL staffing to the LLC is sufficient to enable the growth of an LLC program. (YES)

 
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

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)

 
The learning community has access 24/7 to the virtual learning commons. (YES)

 
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)
 

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)
 

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)

 
 

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)

 
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

The administrator recognizes that investing in an LLC is an investment in 21st Century learning and in student achievement. (YES)
 

 

 

 The TL has successfully made the case, and the staff understands, that transforming the school library into an LLC requires additional funding. (N/A)
The TL works collaboratively with teachers to promote and support technology-rich resource- and inquiry-based teaching and learning. (NO) 
 

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)

 
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

 

 

 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)

 
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)
 

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

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)
Technology is understood to be a tool that enables learning, connection, creativity, construction of meaning, and knowledge production. (SOMEWHAT)
The TL is a member of the school’s technology committee. (NO)
The technology committee understands that an adequately and professionally staffed LLC ensures the most equitable site in the school for access to technology. (NO)
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)

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

The facility has robust internet access and good technical support. (SOMEWHAT)
 

It has sufficient electrical outlets on different circuits. (NO)
 

Tables and chairs are easy to move and to reconfigure to provide workspaces for individuals, small groups, and whole classes. (SOMEWHAT)
 

There are comfortable seating spaces for quiet reading, story-time, independent study, class sessions, and shared reading. (SOMEWHAT)
 

There is a flexible presentation space in one or more instructional areas that include an area for computer access. (NO)
 

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)
 

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.

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November 26, 2014 · 3:14 pm

Final Thoughts Module 13

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.

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November 4, 2014 · 3:23 pm

Modules 8 & 9

MODULE 8: Web 2.0 Tools

There are a vast number of Web 2.0 tools out there for us to use in schools with our students. Some are better than others and wading through them can be very daunting. Luckily there are great people out there who spend time vetting them and saving us the headaches of comparing tools. I feel like I have finally mastered PowerPoint, but alas it will probably soon go the way of the dinosaur. Below are four tools I have found simple to use and would feel comfortable using with students.

Besides being a teacher-librarian, I also teach senior social studies. I envision these tools being useful for research projects, essays, or presentations at the senior level. As we are implementing a learning commons, I am working to have teachers come into the library for collaboration on student projects, using the technology and support we can provide.

Delicious

This is a useful tool for organizing book marks and could be used in the research process to initially gather information. Teachers could set up class accounts or individual ones and then have the ability to check sources. I previously created an account full of Web 2.0 tools and resources on learning commons so I have added some links to new tools I am trying and articles that we have looked at in class.

Visit my site here.

NoodleTools

Once the sources have been found, it is time to start the research in earnest. We have all faced the problem of trying to ensure students understand the importance of citing their sources properly and providing a complete bibliography. My district now subscribes to NoodleTools, which is an all-in-one citation-generating, note-taking, essay-organizing, and project-sharing tool. Teachers and students can access each others works in progress and provide comments. The note-taking page has a place for the quotation and a box for paraphrasing the information, along with the source’s bibliographic information. The program also connects to Google Docs for word processing and document sharing. (Unfortunately my district does not let us access Google Docs, but the organizing features of this program certainly make it worthwhile. They are supposedly “discussing” access, fingers crossed they get moving on it.)

The screen-shots below are not great but click on them for a larger image.

Noodletools project page

Noodletools project page

 

Noodle note card

Noodle note card

 

Padlet

I created my first Padlet for the previous learning curation entry. It was probably obvious from the way it looked. This second (improved I believe) page shows how research information could also be organized using this tool. Perhaps if the outcome is not a formal paper, compiling succinct ideas and analysis on a Padlet page could be a form of assignment differentiation for some students.

Sample Padlet page

 

Weebly

There are many programs which make it easy to publish your own website. Weebly is one I have used in the past and I find it generally simple to use. Student work can be published anonymously on a class web page. The only issue one may run into is with regard to website hosting. Currently in my district, all school-related sites must be hosted on the Yesnet server locally. It limits our (legal) options but I am hoping that our choices will open up soon.

My sample site can be seen here.

Screen shot Weebly sample

Screen shot Weebly sample

 

These are but a few examples of Web 2.0 tools that could be used with your students. It may seem overwhelming  with so many available, but take time to read the reviews and speak to your colleagues and you are sure to find something easy to use that supports curricular outcomes and allows your students to have some fun with their projects and presentations.

 

MODULE 9: Supporting Learners as Enquirers and Designers

A learning commons offers a school a place for any number of activities, from creative collaboration to quiet study to socializing to technology-based learning. Actually implementing a program takes a lot of time and effort (and money!) but we can make changes slowly and ease students and staff into the idea, as it requires not only physical changes but also changes of attitude. The quiet library of old will become a dynamic learning center with multiple uses and opportunities for different styles of learning.

Reading Loertsher’s article “Makers, self-directed learners, and the library learning commons”, reminds us that in this time of increasing standardized testing and performance-based funding, there is still a space within the school where young minds do not have to be limited or restricted to learning what’s on the test. I like the uTEC model that the author discusses; it is a simple framework for something that has the potential to have a huge ripple effect. Encouraging curiosity encourages thinking which encourages ideas. Supporting a child’s ideas and giving her the opportunity to explore them engages her with learning. In my view, the foundation of uTEC comes down once again to building relationships. Students have a place where they feel safe and confident to explore and experiment with their ideas and have adults who encourage and guide the process in a constructive manner. All of the activities around this process inspired me to create a word cloud, which you can see here on Wordle (unfortunately I could not export this to the blog).

Vangelova’s article “What does the next-generation library look like?” reinforces the need for a change in culture to fully embrace the potential of the learning commons model. The description of the renovation the Monticello library undertook is awesome! Books were weeded, seating was re-arranged, new spaces were created, old technology was re-purposed, and new technology was added. Beyond the physical, the culture of the library/learning commons had to change. I imagine that the transition period was difficult. I wonder about the need for students to show independent motivation and academic commitment and how that process of change might look in my school. I work in a high school and we have a flexible schedule (teachers book time and students are welcome to spend prep periods or work in the library during class with teacher permission) and do have many regular users. I would say most of the regulars are generally using the space responsibly so perhaps there actually isn’t a big leap to make with regard to an LC-style. Our library is a busy place both during and outside of class, sometimes too busy! In our new building, I would love to be able to have enough space to offer both quiet and collaborative zones but it doesn’t seem like it will work realistically – the space is too small. Students seem ready for a more active environment, though some of my co-workers certainly are not, seeing the library as a quiet study environment all the time. That is not how I see a learning commons functioning. Going back to Loertscher’s article, I want to hear the sounds of creativity and innovation, and in my view, these don’t occur in whispers.

In the new learning commons, I will strive for the ideal, spaces for collaboration, quiet reading, using technology, and socializing. We have a great opportunity to start with a fresh slate, some new furniture, and hopefully some new technologies. I asked for a 3D printer and received a smile as acknowledgement so perhaps that is ambitious at the moment.  We have started looking at furniture for a reading nook, cafe-style tables and chairs, movable tables, and individual workstations. In the spring, I created a presentation (for a course) which has subsequently been shared with the planning committee for the new school.

21st Century Learning

(This has an audio commentary which unfortunately did not transfer to Slide Share. If interested, I can provide it.)

Another big component of a successful learning commons, in my view, is that of collaboration between staff members. This should be a teaching and learning space, where heads come together to explore ideas. That means teachers as well as students. I am working to promote myself as a collaborator/co-planner/co-teacher so I hope to get more staff involved in activities in the LC, beyond coming down for the computer lab or book exchanges. I would like to provide more services around digital and media literacy exercises and act as a support for my co-workers who want to branch out into more Web 2.0 applications. I would also like to see more guests in the library who can share skills (artists, writers, computer programmers, engineers…). I envision this as a place of knowledge exchange in the heart of the school.

 

Loertscher, D.V. (2014). Makers, self-directed learners, and the library learning commons. Teacher Librarian, 41(5), 35-38, 71. Retrieved from http://search.proquest.com.ezproxy.library.ubc.ca/docview/1548229909

Vangelova, Luba (2014, June 18). What does the next-generation school library look like? Retrieved from http://blogs.kqed.org/mindshift/2014/06/what-does-the-next-generation-school-library-look-like/

 

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