What makes the SLLC a place for learning and literacy?
Watch the video to find out!
While every teacher-librarian shapes the school library learning commons according to their mission and philosophy, I believe a common mandate for all teacher-librarians is to promote learning and literacy in the SLLC. This is why my essential question for this course is:
How do I engage with my community to promote lifelong learning and reading?
In my opinion, teacher-librarians can engage with their community to promote lifelong learning and reading by focusing on three essential components: collaboration, inquiry-based learning, and equity and diversity.
Collaboration
According to the Standards of Practice for School Library Learning Commons in Canada, “a learning commons is a whole school approach to building a participatory learning community” (Canadian Library Association, 2014). Participatory learning encourages students to be active participants and collaborate to create networks of learning. This begins with the physical and virtual spaces of the SLLC. The Future Ready Librarians framework emphasises the importance of designing a space for students and teachers that “promote[s] inquiry, creativity, collaboration and community” (Future Ready Schools, 2020). This means creating a flexible physical space where students can engage in a variety of activities simultaneously. It also means providing students with a virtual space where resources can be accessed, and knowledge can be shared. Embracing technology whenever possible increases opportunities for learning and collaboration.
Terri Hayes states that “in times of great change, it is evident that trust, relationships and respect are key components for school success” (2014). As we move from a traditional school library model to a learning commons model, the teacher-librarian is responsible for promoting collaboration in the school community. Student collaboration can be encouraged through social programming such as clubs that invite students to share their interests (book clubs, board games clubs, environmental club, etc.). This type of programming allows students to have fun, share their passions and get to know one another. It can also lead to student-led projects and initiatives such as a student blog or a community clean-up.
Teacher and administration collaboration can be achieved through co-planning, co-teaching, and professional development. Future Ready Schools highlights building instructional partnerships and facilitating personalised professional learning opportunities for “[deep] learning, critical thinking, information literacy, digital citizenship, creativity, innovation, and the active use of technology” (2020). Finally, collaboration should be fostered in the community outside physical school boundaries since “children are supported by families and communities” (International Federation of Library Associations and Institutions, 2015). This can be done through the virtual SLLC space, but also through partnerships with other libraries and outreach to families.
Mizuki et al. (as cited in Vartiainen, 2014) argue that “the function of schooling should be to prepare students for contributing to, and participating in social life, which includes economic activity, but also civil society, family, and community”. Through collaboration, students learn to participate in social life and become contributing members of society. As students become involved in creating community, demonstrating trust and respect, and sharing knowledge, expertise, and interests, they are building the foundation for lifelong learning and literacy.
Inquiry-based learning
Fundamentally, inquiry-based learning requires trust and collaboration since it puts students in the driver’s seat. Inquiry-based learning enables students to explore areas of personal interest and produce creative, individualised pieces of work. According to O’Brien and Harper, students who can choose their own topics are more engaged in their learning and naturally make meaningful connections between their learning and their personal lives (2012). While we cannot teach students everything they need to know about the world, we can teach them how to find information, evaluate it, understand it and make meaningful connections with it. Through inquiry, we can empower students to think critically about their learning, express themselves freely, and even enact change in their communities.
The teacher-librarian can foster inquiry-based learning by collaborating with teachers to co-plan and co-teach inquiry-based projects. Inquiry projects foster lifelong learning and literacy by embedding “unpredictability in instruction” (Moreillon, Luhtala, & Russo, 2011). These types of projects allow students to gain fundamental literacy skills while being curious, taking risks, and making relevant choices. Fundamentally, inquiry-based learning engages students in authentic tasks, thus “piqu[ing] student interest” (Moreillon, Luhtala, & Russo, 2011) and motivating students to learn.
Equity & diversity
Equity and diversity in the SLLC help make learning accessible to all students by fostering empathy, respect, and understanding. In her seminal paper Mirrors, Windows and Sliding Glass Doors, Rudine Sims Bishop explains “literature transforms human experience and reflects it back to us” making reading a “means of self-affirmation” (2015). When children cannot see themselves reflected in the books they read, or when the images they see are “distorted, negative or laughable”, they learn that they have less value in society (Bishop, 2015). As teacher-librarians, we have a responsibility to provide students with resources that can act as “mirrors” and foster both positive self-image and talk. Diverse literature also serves the purpose of helping “children who are socially isolated and insulated from the larger world” meet people who are different from themselves (Bishop, 2015). Through literature, students can learn about values, traditions, and experiences they would never have known about otherwise. Providing students with diverse books and resources means celebrating differences and accepting that our world is diverse, complex, and beautiful.
The teacher-librarian can foster equity and diversity in the SLLC in many different ways. One way to foster equity and diversity is to provide a wide range of resources in the SLLC to support learners. This could include anything from diverse books to electronic tools such as iPads and eReaders. Another way to foster equity is through programming that celebrates diversity and brings awareness to social justice issues. This is a wonderful way to get students involved in their community and let their voices be heard.
I believe focusing on collaboration, inquiry-based learning, and equity and diversity in the SLLC can help teacher-librarians engage with their community and promote lifelong learning and reading because it shifts the focus to the community’s needs and interests. Fundamentally, if we want to engage with our community, our focus needs to be the community. Collaboration and inquiry-based learning allow not only students but also teachers to express themselves and share knowledge freely. It builds relationships and creates an environment of trust and respect. This respect is demonstrated by ensuring equitable access to diverse resources and experiences in the SLLC.
Bibliography
Bishop, R. S. (2015). Mirrors, Windows and Sliding Glass Doors.
Canadian Library Association. (2014). Leading Learning Standards of Practice for School Library Learning Commons in Canada. Retrieved from Leading Learning Standards of Practice for School Library Learning Commons in Canada: https://llsop.canadianschoollibraries.ca/library-learning-commons/
Future Ready Schools. (2020). Empowering leadershipr for school librarians through innovative professional practice. Retrieved from Future Ready Schools: https://futureready.org/wp-content/uploads/2020/02/FRS_Librarians_Framework_download-2020.pdf
Hayes, T. (2014, January 23). Library to Learning Commons: A recipe for success. Retrieved from EdCan Network: https://www.edcan.ca/articles/library-to-learning-commons/
International Federation of Library Associations and Institutions. (2015, June). IFLA School Library Guidelines., 2nd revised. Retrieved from IFLA: https://www.ifla.org/files/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf
Moreillon, J., Luhtala, M., & Russo, C. T. (2011). Learning that Sticks: Engaged Educators + Engaged Learners. School Library Monthly, 28(1), pp. 17-20.
O’Brien, K., & Harper, J. (2012). Student-Driven Learning: Small, medium, and big steps to engage and empower students. Markham: Pembroke Publishers.
Vartiainen, H. (2014). Designing Participatory Learning. Savonlinna, Finland.