Theme 3 Blog Post: Critical Literacy in Accessing Internet Reference Resources

Posted on April 7, 2024 by Linette

Inquiry-based practices expect students to question, reflect, and respond to their inquiries.  Research skills are required to effectively answer questions.  However, in today’s digital world, with unlimited and instant access to videos, live streams, social media, and news reports, students are bombarded with information.  Knowing how to disseminate information, comprehend it, and then assess its merit and verity require the use of critical literacy and thinking skills (Rini, 2018). Critical literacy skills must begin at the elementary level and, “…be built up by consistently familiarizing students with literacy”, with lessons tailored to students developmental levels (Rini, 2018).

Theme 3 examined the content and characteristics of reference sources.  Teaching effective use of online reference tools is one of the mandates of a TL, and to, “act as a teacher and instructional partner” (Oberg, 2017).  Collaborating with teachers to assist in their delivery of inquiry-based lessons fits naturally with being an information specialist and can aide in developing critical literacy skills in young learners.

Allan Luke describes critical literacy as, “…an attitude, a disposition of critical and constructive criticism towards texts” (Luke, 2015).  For Luke, and other theorists, critical literacy is having the ability to, “work through text and then engage almost as critical social scientists in understanding how to get to facts” (Luke, 2015).  Watch Luke’s video below for further insight.

(Luke, 2015).

TL’s, with classroom teachers, can create and teach critical literacy lessons that will build a mindset in students to identify bias, absent voices/perspectives, and distinguish between fact and fiction when using reference tools such as encyclopedias, biographies, and Wikipedia.  Lessons below are categorized by grade levels.  Keeping in mind the 4 dimensions of critical literacy (Image 1),

Image 1

students in K-4 will be introduced to critical literacy skills with Book Introductions, grs. 5-6 will use lessons from CBC Kids and Media Smarts, to learn how to disseminate news stories, and gr. 7 students will engage in evaluating and developing Wikipedia articles.

Book introductions encourage students to engage with texts in a critical way.  In Labadie, et al’s article, they refer to the work of Louise Rosenblatt who suggests that teachers approach book introductions in, “… terms of a transactional theory of reading, in which each time a reader approaches a text, he or she brings a unique set of perspective and purposes to the text” (Labadie, Mosely Wetzel, & Rogers, 2012).

Themed non-fiction books such as Black History in North America – slavery and civil rights, as was the case in Labadie’s article (Labadie, Mosely Wetzel, & Rogers, 2012), would be used in a read aloud to generate questions and engage students in critical literacy discussions.  “Purposeful prompts” are used to facilitate deep, reflective thinking [side bar] (Labadie, Mosely Wetzel, & Rogers, 2012). When this foundation is set it leads to further work in the intermediate grades.

 

 

 

 

 

 

 

 

 

 

Gr.5-6 students will engage in Fake News/Verifying News Stories through videos and lessons provided through CBC Kids & Media Smarts.

The Fact vs. Fake: A Quick Lesson in Media Literacy video will introduce students to the phenomenon of false news. Students can then participate in the online quiz to use their critical & digital literacy skills to disseminate information.

(CBC Kids Team, 2022).

Researching with tools such as encyclopedias and Wikipedia, must be done using critical literacy skills.  Students from elementary through to post-secondary rely heavily on search engines such as Google rather than a library database, or the Focused Education BC Digital Classroom index to conduct their research inquiries due to its ease of access, readability, and speed (Lopez-Fitzsimmons & Nagra, 2019).

Wikipedia is the top result in most Google searches and many students rely on the data found in its articles.  However, this platform has an, “…uneven geographic, historical, and cultural representation; there are well-known information gaps related to women, gender, and sexual identity; … the majority of Wikipedia editors are white, Western, men” (Park & Bridges, 2022).

Rather than teaching students not to use Wikipedia, the approach I recommend is to bring the issues of bias, equity, perspective, censorship, and representation to gr. 7 students.  WikiEdu modules would be used to inform students on these issues and have them learn about the responsibilities of accuracy, perspective, and equity when publishing online.  Lessons would include topics on: thinking about Wikipedia as a source of information, evaluating articles and sources,  what’s a contact gap?, finding your article; sandboxes, talk pages, & watchlists, and plagiarism.

Through collaboration with teachers, TL’s can play an important role in helping students to develop important critical literacy skills. These skills will help students to evolve into proficient 21st century literate citizens.

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Assignment 3: Evaluation Plan to Improve Reference Services in H.E.S. LLC

Posted on March 29, 2024 by Linette

This evaluation plan documents the reference collection in the Highlands Elementary School Library.  Below details an overview of the school population, analysis of references, rationale for suggested improvements, action plan, timeline, and communication to stakeholders.

Overview, Analysis of Reference Collection, and Rationale

Highlands Elementary School serves students K-7 within the Edgemont community of North Vancouver.  The school community is comprised of over 105 ELL students who are a mix of internationals, refugees, and landed immigrants.  The SLLC operates with a full-time Teacher-Librarian who delivers a scheduled, non-instructional block for each division 1/week for 40 minutes which incorporates book exchange and information science lessons.  There are 6-40 minute open blocks/week for divisions to use the SLLC for research and collaborative projects.  The annual operating budget is $2000 – just under $5.00/student. This is below the recommended acceptable level of funding of $26-$35/student (Canadian Association for School Libraries, 2003).

To determine how reference services can be improved, an analysis of the reference collection was needed.  A mapping of the non-fiction and reference collection was conducted based on the methods outlined by David Loertscher (Loertscher).   Using Titlewave to generate a summary of the collection indicated the following statistics.

The SLLC houses 9, 418 physical items in its collection (Image 1) https://www.titlewave.com/titlewise/dispsingle?caid=4871506

Image 1

with 3,946 items categorized as non-fiction.  With a student population of 434 students, this translates into 21.7 items/student.

Specifically, the reference items have been itemized by type (Table 1).

Table 1

Ages of the reference items range from 26 to 9 years since publication (Image 2).

Image 2

 

with most published between 2010 – 2019 (Image 3).

Image 3

 

Age of the collection is Below Standard.  This is due to lack of weeding and limited budget.

The SLLC no longer houses encyclopedias, bibliographies, or almanacs. Reliance on the digital platform of Focused Education BC provides students with access to these sources.

When comparing the number of reference items (print = 327; digital = 18) to the student population, a 0.80 ratio, per student, was determined.  Comparing this data to the baselines given in Achieving Information Literacy: Standards for School Libraries in Canada (2003), the data indicates the reference collection in HES per student ratio is Below Standard. 

The collection was then measured against Riedling’s. baselines for replacing reference materials.  Table 2 lists guidelines for replacement (Riedling, Shake, & and Houston, 2013).  When measured against the average age of print reference resources, the collection is rated at Below Standard.

Table 2

The data above reflects that the reference collection is evaluated at Below Standard in the areas of budget, ratio of resources to students, and for types of resources – both in print and electronic forms for non-fiction, and age of resources (Canadian Association for School Libraries, 2003).

Examining student performance, Highland’s students, on average, score at or above provincial averages based on the 2021/2022 Foundation Skills Assessment results for SD #44 (Province of British Columbia Ministry of Education, 2022).  However, in the Informational Text section of the literacy test, Grade 4’s received lower scores indicating that many students were unable to use the required skills to locate and retrieve data from Informational Text questions (Province of British Columbia Ministry of Education, 2022).  This indicates that more time is required for the TL to work with classes on how to read and comprehend non-fictive texts.

Given the ratings measured from the above guidelines from two noted and authoritative sources and student performance on provincial FSA’s, it is necessary that a plan be developed and implemented to improve reference services. Doing so will enable the SLLC collection to support teachers and students in their endeavors to engage in the current 21st century learning goals of the BC Curriculum.

Plan

Weeding outdated reference material, increasing the budget for acquiring new resources, and specific teaching of research skills are recommended to improve the reference services of Highlands Elementary School Library.  Below outlines a step-by-step process for plan implementation with suggested timeframes.

timeline for improvement plan assgn3

By implementing the recommendations, the reference services and collection will evolve to meet average to exemplary standards and will be able to best serve the learning and curriculum needs of the school community.

References

Canadian Association for School Libraries. (2003). Achieving Information Literacy – Standards for School Library Programs in Canada. (M. Asselin, J. L. Branch, & D. and Oberg, Eds.) Ottawa, Ontario, Canada. Retrieved 2024, from http://accessola2.com/SLIC-Site/slic/ail110217.pdf

Loertscher, D. V. (n.d.). Collection Mapping in the LMC – Building Access in a World of Technology. Excellence in School Library Media Programs, 3. San Jose, California: Hi Willow Research and Publishing. Retrieved from https://www.davidloertscherlibrary.org/wp-content/uploads/2020/05/1996-Collection-Mapping-in-the-LMC-Building-Access-in-a-World-of-Technology.pdf

Province of British Columbia Ministry of Education. (2022). North Vancouver (44) Foundation Skills Assessment. Retrieved January 22, 2023, from https://studentsuccess.gov.bc.ca/school-district/044/report/fsa

Riedling, A. M., Shake, L., & and Houston, C. (2013). Reference Skills for the School Librarian: Tools and Tips (3rd ed.). Santa Barbara, California: Linworth – ABC-CLIO, LLC.

 

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Assignment 2: Collaboration with Teachers to Evolve Their Practice Using the Concerns Based Adoption Model

Posted on March 8, 2024 by Linette

This report documents the collaboration and implementation of two non-fiction units for Science and Social Studies with a focus on the effective use of reference resources guided by the Concerns-Based Adoption Model (CBAM). Collaboration took place with Teacher A (gr.2), Teacher B (gr. 2/3), and myself.  Both colleagues work in the same school and have vast degrees of teaching experience, education, and exposure to working with reference materials and technology.

The purpose of working with these educators was to evolve their practices in the use of technology and effective use of reference resources.  This endeavor espouses the standards of a SLLC in it’s role of Advancing the Learning Community to Achieve School goals as upheld in the CLA’s Leading Learning: Standards of Practice for School Library Learning Commons in Canada (Figure 1) (Canadian School Libraries, 2024).

Figure 1

The CBAM is used to describe, “how people develop as they learn about an innovation and the stages of that process” (Loucks-Horsley, 1996).  SoC allows the innovator to address the concerns of the users of the innovation, or program.  Addressing the “human side” of change it allows the innovator to support educators right where they are in how they feel and react to something new (American Institutes for Research).  Table 1, Typical Expressions of Concern About an Innovation, graphs each stage of concern.  Stages are levelled from 0-6 coinciding with a concern state that a teacher may have about a new project.

Levels of Use (LoU) assesses behaviours.  Table 2, Levels of Use of the Innovation: Typical Behaviours, graphs the 8 behavioral stages of the user of the innovation (Loucks-Horsley, 1996).  This system assesses if the innovation is being used, and at what level.

Table 1

Table 2

Teacher A is a new teacher with two years’ experience.   She holds a B.Sc. B.Ed., and a Diploma in Education.  She regularly incorporates non-fiction work through many areas of the curriculum.  She wanted to embark on a science unit about animals and life cycles.  Embedded in the unit was a research component for students to learn about animal habitats.  She asked for books on the subject at the Grade 1-2 reading level and for a writing template for students to use.  She spent much time gathering materials and templates for students.  Her initial method of students reading and searching for key words led to student frustration as many found this task difficult. Using the SoC rating, she is rated at level 3 – Management.

Teacher A asked if we could plan a research unit for her students using quality reference resources.  She was very keen to using any reference materials and tools that students would be able to manage and find engaging.

We worked on creating a research experience for her Grade 2 students where they could access reference materials that were engaging and age appropriate.  Students conducted research using the digital resource, Live It Earth available through Focused Education Resources.  Using I-Pads, students viewed videos about their animal and learned about how it creates its home.  Students were more engaged in learning about animal habitats and able to write about what they discovered.  This method is supported by Riedling, et al, when they state, “…children have a preference for visual browsing for information over strategic keyword searching, leading to longer, more circuitous searches” (Riedling, Shake, & and Houston, 2013). Teacher A extended their learning by having students re-create an animal habitat with plasticene.

Teacher A evolved from the SoC rating of 3 to 4- Consequence.  In reference to the LoU scale, she is rated at 4B – The user is making changes to increase outcomes.

Teacher B is the Grade 2/3 teacher and has been teaching for 21 years.  He holds a B.Ed. degree.  He does not often use non-fiction texts or digital platforms in his teaching.  He is not keen on using technology for research purposes as he believes that younger students will “just watch YouTube videos”.  He disclosed that he has not done a research project with many of his young students as he feels their reading levels are low.  Using the SoC rating, he is rated at level 0 – I am not concerned about it.  Given his level of concern, I offered to work with him on an area of his choice and develop a research unit of inquiry that his students would find engaging.

We developed a research unit using both print, and online materials found in the Canadian Encyclopedia.  The theme was “Canadian Notables of Colour” to coincide with Black History month.  Students worked with me in the SLLC to formulate a question that would drive their research such as “Who is Viola Desmond and why is she a Trailblazer?”  Using non-fiction books and I-Pads to access the digital encyclopedia students researched their notable, learned how to find relevant information and write facts in their words.

Teacher B did not engage with students in the process unless he was asked for assistance.  This was limiting for students and myself as work on this project did not happen until it was the class’s scheduled collaboration time (3 times/week).  He became more involved as he noticed that his students were engaged in learning and researching.  He became interested in what Canadian Encyclopedia had to offer and began perusing the digital classroom on Focused Education Resources for other reference resources.  Teacher B transitioned from the SoC rating of 0 to 1.  In LoU he rates at level 1.

The Teacher-Librarian role is one that is meant to serve the needs of school community stakeholders.  The CBAM is useful for TLs to use in supporting teachers’ development in the use of technology and reference resources to enhance their practice and deepen student learning.

References

American Institutes for Research. (n.d.). Stages of Concern – A Dimension of the Concerns-Based Adoption Model. USA. Retrieved 03 03, 2024, from https://www.air.org/resource/stages-concern-concerns-based-adoption-model

Canadian School Libraries. (2024, March 6). Advancing the Learning Community to Achieve School Goals. Retrieved from Canadian School Libraries : https://llsop.canadianschoollibraries.ca/advancing-learning-community/

Loucks-Horsley, S. (1996). The Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals. Professional Development for Science Education: A Critical and Immedite Challenge. (R. Bybee, Ed.) Dubuque, Iowa: Kendall/Hunt Publishing Co. Retrieved 03 03, 2024, from https://s3.wp.wsu.edu/uploads/sites/731/2015/07/CBAM-explanation.pdf

Riedling, A. M., Shake, L., & and Houston, C. (2013). Reference Skills for the School Librarian: Tools and Tips (3 ed.). Santa Barbara, California: Linworth; ABC-CLIO, LLC.

 

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Theme 2 – Five Reference Tools a School Library Learning Commons Should Have for Staff and Students

Posted on February 25, 2024 by Linette

When deciding on five reference tools that would be most beneficial to the students and staff in my elementary school community, I referred to Riedling et. al.’s work where they list the essential criteria for TL’s to look for when selecting reference works to add to their SLLC’s collection.  Keeping the criteria in mind (content scope, accuracy, authority and bias, arrangement & presentation, timeliness/permanence, accessibility and cost) (Riedling, Shake, & and Houston, 2013) was crucial as 5 is a small number, but admittedly, a realistic one given that the budget for my SLLC is $4.30/student.

The choices must be relevant, serve the needs of all or most students and staff, be easily accessible, and cost effective.  Riedling et. al. points out that, “adequate and appropriate selection and evaluation of reference materials involves consideration of specific criteria and aids or tools that may be useful in collection development” (Riedling, Shake, & and Houston, 2013).

When examining the current reference collection in my SLLC, it consists of a smattering of non-fiction topic-specific print texts that are woven within the non-fiction section and are available for circulation. Reference materials are urgently needed to assist staff in implementing the BC Curriculum with an Inquiry-Based approach, and for students to have access to materials that can provide answers to their questions and spark further curiosities.

Below, I give examples for my 5 recommendations. These are mainly compilations that house information directly (atlases, encyclopedias, dictionaries, and biographies), and are print and digitally based.  My recommendations are digital encyclopedias and atlases, a picture dictionary, and digital indexes of curated reference resources.

For ease of access for students and staff regarding the digital content, I embedded the links onto my Symbaloo webmix page which would be embedded on the SLLC’s website.

Staff and students would need to open the “Reference Tools” tile in the upper left-hand corner to access the links to the recommended examples I will outline below in addition to other important reference sites.

Digital Reference Materials:

  1. Focused Education BC K-12 Digital Classroom: This digital reference collection is paid by the school district and does not cost the school anything to access the content. Below illustrates a screenshot of the digital page of the curated reference collection users can access.

Students and staff can access digital encyclopedias such as Gale and World Book, and access the archives of the NFB of Canada, and National Geographic Kids.  The benefits of this resource are the multitude of digital resources that are kept current, the ease of access at school and home, and the cost.  *Other digital encyclopedias that staff and students can access are the Canadian Encyclopedia and Britannica Education.  These are not part of the curated collection found on Focused BC but are relevant and free to all users with internet access. *

  1. Government of Canada – Citizenship Challenge: Historica Canada:  Black History in Canada:

This digital resource acts as an index of information for staff to access on various historical BIPOC Canadians, places of reference, and historical events.  It contains links to YouTube videos, eBooks, and websites that contain information on the topic of Black History in Canada.  References cited in this document range from K-12.  The benefits to using this resource is relevancy and cost – it is free and easily accessible, it covers a range of topics from biographies to places of interest, historical events, and with a Canadian context.

Black History in Canada

  1. Explora – EBSCO: This is a user-paid access only digital reference resource.  However, it covers Canadian content, and offers staff and students a relevant and user-friendly digital platform to conduct inquiries.

Explora claims to house a bank of robust curriculum-oriented, credible curated content for students and staff to conduct their research inquiries. 

Watch the short video below to view what this important resource has to offer.  The benefit of this resource is the accessibility for all users in the elementary system as the content can be filtered according to Lexile reading level which is important for teachers trying to find relevant sources for their developing readers to access.  I would recommend this resource in addition to the Focused Education BC curation as the interface is more user friendly for students.  For example, if researching notables for a biography, the search page has a widget for biographies.  Content is also organized by science/math, art/literature, geography, and so on, making it streamlined for younger students to conduct research inquiries.

  1. Oxford Picture Dictionary: The Oxford Picture Dictionary, 3rd edition can be purchased in e-book or print form. It boasts vivid, clear illustrations, simple text labels.

In the e-book, it is interactive with an immersive reader feature that allows users to click on a word, picture, or video to hear the pronunciation of the that word and to learn its meaning.  In my school with a very high ELL student population, this resource is a must have for every classroom, and for the SLLC. The fee is low when considering the use and need of this resource amongst the whole student population.  Watch the video below to view how the e-book can best serve ELL students and young emergent readers.

  1. First Peoples Map of BC: This digital atlas of First Peoples of BC is easily accessible via any device that can access the internet.  It is free and does not require user sign in to access.  It was created by the First Peoples Cultural Council.  To incorporate Canadian Indigenous content into the curriculum and learning more about the diversity of Indigenous groups in BC, this reference resource is important for both staff and students to know of and use in their research.

References

Riedling, A. M., Shake, L., & and Houston, C. (2013). Reference Skills for the School Librarian: Tools and Tips (3rd ed.). Santa Barbara, California: Linworth, ABC-CLIO, LLC.

 

 

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Assignment 1 – Evaluation of a Reference Work

Posted on February 7, 2024 by Linette

Evaluation of a Reference Work for an Elementary School Library Learning Commons Collection:

The Usborne First Encyclopedia of Animals, 1st Edition, & National Geographic Animal Encyclopedia, 2nd Edition

Introduction

The purpose of this report is to inform School Community stakeholders on the evaluative review process on reference works within a SLLC collection and works that are being considered for acquisition.  Two reference texts, both single volume encyclopedias for children, will be examined.  Conducting evaluative reviews based on criteria set by the BC Ministry of Education on current items in their collection provides educators and teacher-librarians with a solid understanding of current resource holdings that support the curricular competencies outlined in the BC Curriculum.  Data from these evaluations’ aides Teacher-Librarians in the selection of new acquisitions that will enhance and support students’ inquiries.

This document consists of two main sections.  Part One will encompass an evaluation of a current reference resource in the Highlands Elementary School Library collection, The Usborne First Encyclopedia of Animals, 1st Edition (1999).  Part Two will provide an alternative suggestion to this resource, National Geographic Animal Encyclopedia, 2nd Edition (2021), that is current and fully supports the curricular and core competencies outlined in the BC Curriculum for K-7 students.  Data will be shown in the form of evaluation rubrics developed on the research conducted by Riedling, et al. in their work, Reference Skills for the School Librarian, 3rd Edition (2013), evaluation criteria found on ERAC  in their document, Evaluating, Selecting and Acquiring Learning Resources:  A Guide (2008), and the guide, Selecting Learning Resources for the Classroom, from Focused Education (2024) (see Appendix for criteria considerations from Focused Education).  Take note that Focused Education Resources is a digital resource that can be used by all BC K-12 educators when deciding on learning resources to support their lessons.  The platform provides educators with on-line training on the evaluation process (Focused Education Resources, 2024).

Regarding the standards of evaluation on the rubric, resources were evaluated on a three point proficiency scale (Not at all/Slightly; Moderately; Extensively).  This scale is utilized on the Focused Education Resources platform for Teacher-Librarians and Educators to evaluate learning resources.  This three point system was chosen for these evaluations as it is consistent with the current method BC Educators use to evaluate learning resources.

The reference texts were evaluated on the following criteria:  i) Accuracy, Authority, and Objectivity; ii) Currency; iii) Format and Instructional/Technical Design; iv) Accessibility; v) Indexing, Glossary, and Additional Information; vi) Scope/Content; vii) (support of) BC Curricular and Core Competencies; and viii) Cost.  Figure 1 is a blank template of the rubric developed for this report.  Criteria to evaluate resources is based on the research found in Riedling et. al.’s work (Riedling, Shake, & and Houston, 2013) and is standard amongst certified Teacher-Librarians.

Criteria Considerations for Reviewing a Non-Fiction Reference Resource for School Use – L_MacNeil

Figure 1 – Evaluation Rubric Template

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Part One:  Evaluation of current reference resource holding, The Usborne First Encyclopedia of Animals, 1st Edition

The Highlands Elementary School Library no longer has a dedicated space on the shelves for reference material.  Student research that requires reference materials such as encyclopedias rely on the Digital Classroom serviced by Focused Education Resources, and using non-fiction texts held in the collection.

The evaluated resource, The Usborne First Encyclopedia of Animals, 1st Edition (1999) written by Paul Dowswell, is categorized by call number 590 DOW.  The text is 64 pages, and features a Table of Contents, an Introduction to the Animal World, five chapters, simple text, vivid photographs (see Image 1 below), and a limited Index.  The text is leveled at ages 5+.  The current Teacher-Librarian houses this reference source in the Teacher Resources shelf and can only be accessed by teachers to assist in their implementation of Adrienne Gear’s, Non-Fiction Writing lessons.  See Figure 2 below for the evaluation of this text.  Each highlighted section indicates the proficiency level of the text in the given criteria listed in the Introduction section above.

When evaluated, this reference rated in the Not at All/Slightly proficiency in areas of Currency, Accessibility, and Scope/Content.  It rated in the Moderately proficiency in areas of Accuracy, Authority, and Objectivity; Format & Instructional/Technical Design, and in Scope for age-appropriate reading level.  It rated in the Extensively range in Indexing, supporting the BC Curricular and Core Competencies, & Cost.  Table 1 below summarizes the evaluation of the text.

Overall, this resource, although aged, is still relevant and useful for very young students (K-2), and students with learning difficulties given it’s clear, simple text and organized format.

Image 1 – The Usborne First Encyclopedia of Animals (1999)

 

 

 

 

 

 

 

 

 

Evaluation – Usborne Encyclopedia

Figure 2 – Evaluation of The Usborne First Encyclopedia of Animals, 1st Edition (1999)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Additional Notes:  As noted above, the SLLC carries the 1999 original edition and that is what the evaluation is based on.  A 2nd edition was released by Usborne in 2011 and continues to be made available for purchase.  It is the 2011 edition that has been updated with additional backmatter that contains weblinks.  See weblinks here.

Part Two:  Evaluation of Proposed alternative Reference Resource, National Geographic Animal Encyclopedia, 2nd Edition

The resource that can serve as a replacement text is National Geographic Animal Encyclopedia, 2nd Edition (2021), written by Dr. Lucy Spelman.  The text contains 304 pages providing information on 2,500 species and displays 1000 photographs and a dozen maps.  It is organized with a Table of Contents which divides the material into their scientific classification groups:  Mammals, Birds, Reptiles, Amphibians, Fish, and Invertebrates.  Readers will also find chapters on the following topics:

  • How to Use This Book
  • Introduction to the Animal Kingdom
  • Life Cycle and Babies
  • Adaptations for Survival
  • Conservation
  • Endangered Animals
  • Migrations
  • Senses and Communication
  • Homes and Habitats
  • Newly Discovered Creatures

The backmatter of the encyclopedia contains:

  • Animal Listings
  • Glossary
  • Index
  • Find Out More (multimedia resources)

The text is rated at a reading and interest level between ages 8-12; however, given the vocabulary of the written text, students beyond age 12 will find this reference book useful for fact finding.  Images 2 and 3 below illustrate the Instructional and Technical Design features of the book such as appropriate use of white space, vivid illustration and photos, readable font with good spacing between words and use of bold type for manageable reading, and adequate alignment of picture and text to the gutter.  The design elements are factors to consider when evaluating a learning resource (see appendix 1) (Focused Education Resources, 2024).

Image 2 – Adaptations for Survival page – National Geographic Animal Encyclopedia, 2nd Edition (2021)

 

 

 

 

 

 

 

 

 

 

Image 3 – Reef Fish and Seahorses – National Geographic Animal Encyclopedia, 2nd Edition (2021)

 

 

 

 

 

 

 

 

 

 

For acquisition, a quote was obtained from United Library Services resource warehouse located in Burnaby, BC.  This outlet provides schools and libraries with discount pricing.  The quote for the text (Image 4) is below.  The discounted price for a hardcopy, library bound edition is $34.58.

Image 4 – ULS Price Quote

This reference resource was evaluated using the same criteria and rubric as the Usborne 1999 reference.  See Figure 3 below for the completed rubric.

When evaluated, this reference rated in the Not at All/Slightly proficiency in the category of Accessibility as there is only an English-language version of this text available.  It rated as Moderately proficient in areas of Currency as updated editions have a span of more than 5 years, and in Scope/Content for lack of Canadian content/perspective. It rated in the Extensively range in Accuracy, Authority, and Objectivity; Format and Instructional/Technical Design; Accessibility; Indexing, Glossary and Additional Information, Scope/Content, and in supporting the BC Curricular and Core Competencies, and Cost.  Table 2 below summarizes the evaluation of the text. 

 

 

 

 

 

 

 

Evaluation-NatGeoAnimalEncyclopedia

Figure 3 – Evaluation of National Geographic Animal Encyclopedia, 2nd Edition (2021)

Additional Notes:  An accessible, child-friendly, e-book version of the 2012 edition can be found in the collection on EPIC books and can be accessed here.

Conclusion

Students in an elementary school require and enjoy using print materials for reference and reading enjoyment.  Single volume encyclopedias that cover specific topics are an affordable alternative for elementary SLLC’s housing and updating full encyclopedia sets on general topics.  The two texts selected are published by long-standing, authoritative publishing houses and their products can be found in SLLC collections throughout SD #44.  The Usborne First Encyclopedia of Animals, 1st edition still serves as a valid point of reference for the youngest students (K-2) who are just learning to read and explore the natural world.  The drawbacks to this resource are the lack of backmatter, and verbiage used in the subject headings to describe the classifications of animals.  National Geographic Animal Encyclopedia, 2nd Edition is a viable and current alternative to the Usborne text due to the following details:   it is written by a veterinarian, digital e-book versions are available, and it includes vivid photographs, maps, and scientific classification headings.  The drawback to both sources is the lack of Canadian and Indigenous perspectives.

Appendix 1:  Design Elements to Consider in Non-Fiction Texts

DesignElementsGuide_FocusedBC

Design Elements for Consideration of Print Materials – Focused Education Resources (2024)

Design Elements for Consideration with Non-Fiction Texts

Appendix 2:  Reviewing a Resource for Classroom Use (Focused Education Resources, 2024)

Reviewing A Resource for Classroom Use_FocusedBC Template

Reviewing A Resource for Classroom Use – Criteria Consideration

This is an example of the criteria for deciding whether to use a resource for instructional purposes in the classroom. It is not meant to direct selection of resources for library collections or for independent reading.

The criteria focus is on curriculum fit, content, instructional design, technical considerations, and social considerations.

For a more complete understanding of learning resource selection, see this professional resource: Selecting Learning Resources for the Classroom

__________________________________________________________________________________

Resource Title:Click or tap here to enter text.

Author:Click or tap here to enter text.

ISBN/Primary ID:Click or tap here to enter text.

URL:Click or tap here to enter text.

Language: Choose an item.

Format: Choose an item.

Types: Choose an item.

  1. This resource supports the BC curriculum. (Big Ideas, Learning Standards and Content)

Choose an item.

If no, do not continue.

Optional:    Indicate Grade(s): Click or tap here to enter text.

Indicate Subject: Click or tap here to enter text.

  1. This resource supports the Core Competencies of the BC curriculum . Choose an item.
  2. Readability Level:                                         Choose an item.
  3. Consider whether and how the following Social Considerations are represented in a resource when reviewing it for use in classroom instruction.

Age                                                                                                                Choose an item.

Gender Roles,  Identity & Sexual Orientation                                        Choose an item.

Indigenous Peoples                                                                               Choose an item.

Multiculturalism                                                                                      Choose an item.

Ability-Disability                                                                                      Choose an item.

Belief System                                                                                            Choose an item.

Socio-Economic                                                                                                     Choose an item.

Violence                                                                                                      Choose an item.

Ethical and Legal                                                                                    Choose an item.

Humour                                                                                                       Choose an item.

Safety                                                                                                           Choose an item.

Language                                                                                                    Choose an item.

Sustainability                                                                                            Choose an item.

  1. This resource should be identified as Canadian. Consider                                     Choose an item.

 

  1. The resource promotes the active engagement of the learner.                           Choose an item.

 

  1. The content is current and accurate for the intended curriculum and grade. Choose an item.

 

  1. The content is timely and important for the learner’s broad understandings. Choose an item.

 

  1. The concepts are clearly explained (reference or instructional resource). Choose an item.

 

  1. If the resource focuses on topics and themes central to Indigenous peoples, consider whether it presents Authentic First Peoples Voices. (i.e. are created by First Peoples or through the substantial contributions of First Peoples).

For assistance in reviewing for authenticity, consider this guide from Strong Nations Publishing. Note that this is an evolving document.                                                                        

  1. The content is appropriate to the emotional maturity and cognitive level of students. Choose an item.

 

  1. The resource provides opportunities for creative and critical thinking. Choose an item.

 

  1. The content lends itself to differentiation of instruction. Choose an item.

 

  1. The reading level can be adjusted.                                                         Choose an item.

 

  1. The level of detail is appropriate.                                                         Choose an item.

 

  1. The use of language is appropriate to the emotional maturity and cognitive level of students. Choose an item.

 

  1. The visuals are appropriate to the emotional maturity and cognitive level of students. Choose an item.

 

  1. The resource shows insight into the complexity of the human condition(novels). Choose an item.

 

  1. The design of the resource makes effective use of the medium. Consider Choose an item.

 

  1. The resource is intuitive to navigate.                                                         Choose an item.

 

  1. The presentation controls are suitable for classroom usage and viewing. Choose an item.

 

  1. The resource offers functionality and options (digital formats).

Considerations below:                                                                                                 Choose an item.

Accessible for people with disabilities.

Print and online help provided in simple and brief segments.

Search by file type (audio, graphics, photo, etc.)

Search engine can search the entire site.

External links are operational.

Technical specifications given.

Provides optional print formats.

Provides file format options for saving.

Allows for export of content . (i.e. PDF, DOC, XLS)

Displays in mobile devices.

Allows permalinks, bookmarks, or favourites.

Built-in assessments provide immediate feedback.

User-managed password resets

Integrates social media tools.

  1. For instructional materials – the design is effective and appropriate for the learner. Choose an item.

Note: to customize this sheet for your own purposes, here are selection boxes. Copy and paste the object as required.

  • Copy and paste this object for Y/N options Choose an item.
  • Copy and paste this object for rating scale options Choose an item.

References

Focused Education Resources. (2024, February 6). Apply the Selection Criteria – Design Elements – Print Resources. Retrieved from Focused Education Resources: https://mytrainingbc.ca/FocusedEDSelectingResources/section/3/s3-006.html

Focused Education Resources. (2024, February 5). Selecting Learning Resources for the Classroom. Retrieved from Focused Education Resources: https://mytrainingbc.ca/FocusedEDSelectingResources/index.html

Riedling, A. M., Shake, L., & and Houston, C. (2013). Reference Skills for the School Librarian – Tools and Tips. Santa Barbara: ABC-CLIO, LLC.

 

Posted in LIBE 467, LIBE 467 - Assignments | 1 Comment

Theme 1 – Reference Sections – A Thing of the Past? – A Case for Keeping Reference Material in an Elementary School Library Learning Commons

Posted on January 31, 2024 by Linette

Eliminating reference sections in school library learning commons isn’t just something to ponder, it is an event that is in the past; meaning, in my SLLC, it has already happened!!!

I work in an elementary school, and I have not seen a designated reference section on the shelves for years.  If you are looking for a set of encyclopedias, or a dictionary, you will not be able to find any physical copies in my school’s LLC.  The same premise holds in the children’s section of public libraries.  Watch Butler Public Library’s video of Librarian Ms. Tiffany explaining about her LLC’s reference section, the difference between reference materials and non-fiction materials, and where these sections are located.

Given how the trend toward reference sections in elementary LLC’s are, is there still a need to keep these types of resources on the shelves in a School Library Learning Commons?  I believe there is, and it begins with developing a reference collection plan.

First, to review, a reference section of a Library Learning Commons houses reference texts that do not circulate.  They are marked by a “R” or “Reference” sticker on the spine.  These books are used to support a school’s information literacy goals.  When students and teachers need to find quick facts, they should use texts found on the shelves of the Reference Section.  See picture below.

(Flickr, 2024)

Typically, texts such as sets of encyclopedias, atlases, and dictionaries, are examples of these types of materials.  The image below taken from Polson High School’s LLC of their Reference Collection shelves is a perfect example of a reference section of books found in a school that do not circulate.

 (Polson High School, 2024).

As Riedling makes note of in her work, the “… reference collection occupies at least two places in the library – on bookshelves in a separate section and on the school library Web page” (Ann Marlow Riedling, 2013).  In “Achieving Information Literacy: Standards for School Library Programs in Canada”, Asselin, et al. state that standards for a school library “…collection is to reflect an appropriate balance of print, non-print, and electronic and digital resources. The library catalogue, which includes records for all resources in the school, is to be accessible through remote databases or websites” (Canadian Association for School Libraries, 2006).  Creating a Reference Collection Development Plan would ensure that the standards made above are achieved and upheld to best serve the needs of the school community.  As made note of by Cynthia Houston in her presentation on Reinventing Your Reference Collection, relying on professional organizations such as the ALA, and in my case, the CSLA Guidelines is a good place to begin as the guidelines serve TL’s in creating balanced collections of print and digital resources (Houston, 2016).

As mentioned before, physical sets of encyclopedias such as World Book and Encyclopedia Britannica are no longer housed in the SLLC’s physical collection in most elementary schools.  Non-fiction, informational books are acquired and housed in the physical collection but are interspersed throughout the non-fiction shelves and circulate.  Most elementary schools have done this over the years and have relied on digital platforms to support the inquiry needs of the school community.  The benefit to removing encyclopedia sets is the space on the shelves that has become available for other works, or for other Learning Commons initiatives such as maker spaces.

The plan for access to reference material in my school district, along with many others, is to access reference collections through the BC Digital Classroom operated by FOCUSED BC.  FOCUSED BC grants students and teachers access to many digital platforms that support the BC Curriculum for grades K-12.  World Book, which is offered in different categories by grade level, provides students a digital means to explore these resources for their inquiries.  Overall, these platforms are accessible to students provided that both teachers and the Teacher-Librarian demonstrate to students how to access and use these research tools.  However, this can only happen with access to technology such as tablets, laptop computers, and desktop computers.  My school has all of these, but have only 2 class sets of portable technology, and one class set of desktop computers all of which are accessed by teachers on a sign-out basis.  Most students in my school do have access to web-based technological tools at home.  This means that 7 day/week access is possible, but does this give students the best exposure and experience with reference collections?

(Images).

There is good reason to keep some of these resources housed in SLLC’s at the elementary level.  Many companies such as National Geographic and Usborne publish “encyclopedias” on special topics which provide students with immediate access to information.  Atlases are very useful for young students to access when learning about the geography of their home and the planet they occupy.

Texts such as these can and should be in the SLLC’s physical collection shelved within the non-fiction section as they contain vivid, eye-catching graphics, and teach students how to read a non-fiction text such as captions, glossaries, indexes, table of contents, and side bars.  Young children, K-4 in particular, can use technology, but find it difficult to navigate digital encyclopedias and become easily frustrated.  When this happens the object of exposing students to the world of information and wonder becomes lost.

Reference books containing factual content are high interest books for younger students and are frequently requested in the SLLC and classrooms.  Young students still love the tactile experience of holding a book in their hands and reading the pages as they discover facts about a topic.  These books invite young learners to engage with the images and text and make meaning from the ideas illustrated in these works.

References

Ann Marlow Riedling, L. S. (2013). Reference Skills for the School Librarian – Tools and Tips (3rd ed.). Santa Barbara, CA: Linworth.

Canadian Association for School Libraries. (2006). Achieving Information Literacy – Standards for School Library Programs in Canada. (M. Asselin, J. L. Branch, & D. Oberg, Eds.) Ottawa, ON, Canada. Retrieved from http://accessola2.com/SLIC-Site/slic/ail110217.pdf

Flickr. (2024, January 29). Reference Books. Retrieved from file:///C:/Users/linet/OneDrive/Documents/Linette/Library/LIBE%20467/Reference%20Books%20%20_%20Flickr.mhtml

Houston, C. R. (2016). Reinventing Your Reference Collection. Bowling Green, KY, USA. Retrieved 01 29, 2024, from https://www.canadianschoollibraries.ca/program-guidelines/

Images, B. S. (n.d.). Question Mark.

Polson High School. (2024, January 29). Polson High School Library General Reference Collections. Retrieved from Polson High School: https://www.polson.k12.mt.us/polson-high-school/students/library/general-reference-collections

 

 

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LLED 462 – Assignment #1 – Learning Log 4 – Module 11 – Awareness of Social Justice Issues – Lessons & Toolkit on Social Justice for Elementary-Aged Children

Posted on November 19, 2023 by Linette

The assembly of the toolkit began with this video called, The Invisible Discriminator, from Stop. Think. Respect BeyondBlue.  The Invisible Discriminator – YouTube

This is a powerful, multimodal tale that even the youngest students can understand what is being experienced by the silent characters in the film.  It is up to the Teacher and the Teacher-Librarian to seize the moment and extend the learning experience further for students to delve into the deep world of social justice.

This short film is meant to be an awakening to the world of social justice – the issues many people of different cultures, faiths, and genders face in Canada and around the world.  The prompt from module 11 asks how I would use this video with different age levels.  I separated my approach into K/1 if the cohorts seem apt to handle the material, 2-5, and 6-7 as I work in the elementary system.  Some colleagues may approach this lesson differently depending on their timetable.  How I would address this video on social justice awareness is inspired from a lesson I found on the Learning for Justice website.

For K/1, and 2-5 students, I would begin with the title of the lesson, “The Invisible Discriminator”.  I would ask students what the word “invisible” means to them.  Can they provide examples from stories or shows?  I would then ask if something were invisible does this mean it doesn’t exist?  I would then explain that we are going to watch a short story that is fictional, but for many people who live in a country called Australia, is very real every day.   Our job is to be detectives and watch for clues on the faces of the characters who don’t speak.  We want to know what they are thinking and feeling, and then we want to reflect on how this makes us think and feel.  I will then show them the chart I made to record our data, The Invisible Discriminator – Keeping Track of What We Know.  I will then show the video but remind students that it is short, and they are to pay attention to the 4 silent characters and to watch their body language, their facial expressions, and how others are treating them.  ** If doing this lesson with K/1 students, let them know the man in black is the “invisible voice” speaking unkind thoughts into the peoples’ heads.  Teachers may then want to follow up with lessons curated from Sesame Workshop on Diversity, Race, and Identity.**  

After watching the video, I ask students to help me record their observations in the chart.  We discuss as a class how they felt after watching the video.  Could they relate to, or have they seen anything similar to what they observed in the video in Canada?  How did the experiences of these four people make them feel?  We will end the lesson with a reflection.  The reflection question asks students why is being aware of social justice matter and how all people are treated important to me?

The lesson for grades 6-7 will be the same however, given the age, the introduction/hook will be slightly different, and each student will be required to write their own responses.  The hook used for this group will be the inquiry questions of, “Why would a story or video use a title of “The Invisible Discriminator?”  What do you think is invisible in the video you are about to watch?  How can anything that is invisible have any power over anyone?

Then explain this is what Social Justice addresses.  It brings forth inequities peoples face that must be stopped in order for our Canadian Charter of Rights and Freedoms to be upheld.

The next part of the learning log prompt suggested seeking out other online social justice content and assembling an online toolkit.  For this, I went to my online bookmarking digital friend Symbaloo.

I created a new group titled, Social Justice, which consists of 12 tabs that I and other teachers could explore with their students. Each tab takes the user to a site that deals with social justice content for elementary aged students. 

 

I would use these websites as research explorations with different age groups in the SLLC.  Some sites such as the Facing History and Ourselves , and the collection of eBooks titled, “Righting Canada’s Wrongs” on the Teaching Books sites, is appropriate for grades 6 and beyond.  Therefore, I would use sites such as The United Nations for Kids lessons, the three lessons curated in the Diversity Education Playlist tab on the Canadian Museum for Human Rights, Learning for Justice Lessons, and Education World lessons for examples of Social Justice for my younger aged students.  For multimodal introductory videos, I would use the Social Justice videos tabs which has many short, animated videos for multi-aged students on the topic of social justice from the concept itself to identifying major players of the movement in history, etc.  For a great selection of children’s books on social justice and racial identity, We Are Teachers has a curation of 25 kids’ books on the subject that I have included in my grouping.

Lastly, I included a unique tab for teachers to explore that isn’t so much about social justice awareness but extends the idea of social justice into the act of social justice by demonstrating acts of compassion and empathy.  The tab, The Compassion Project, brings users to a site that is U.S.-based, but describes a project that is centered around students and teachers developing activities that encourage self-reflection, deep-thinking, and connectedness of self and others.  Teachers may be inspired by the work of their U.S. colleagues and want to try some of the projects discussed on the site in their own classrooms.  In the S.L.L.C. I could collaborate with teachers on Compassion projects with various divisions or with the school administrator and a team of teachers develop a school compassion project to accompany work being done on social justice.

The end result from this lesson, and series of lessons, is that students become aware of what social justice is, why it matters, and what ways we can contribute to making ourselves tolerant, compassionate citizens.  To end, I would like to conclude with the video the Sesame Workshop uses to teach young children and their families about themselves, their identity, and their worth.  If we all begin on this road, of awareness, think of what world we will have.

 

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LLED 462 Assignment #1 – Learning Log Prompt 3 – Digital Tool Kit Module 8 Supporting Literacy with Learning Technologies: Web Tools

Posted on November 4, 2023 by Linette

Back in my post from Module 6, I created the beginnings of a web-based toolkit using the digital bookmarker, Symbaloo.  You can read that post in its entirety by clicking this link:  https://blogs.ubc.ca/lmacneiltlblog/2023/10/15/lled-462-assignment-1-learning-log-2-digital-toolkit-takeaways-from-module-6/.

Module 8 builds on this theme, but with a focus on supporting the development of literacy with web-based tools.  For this assignment, I went back to the toolkit I developed on Symbaloo, and reviewed what I curated on my webmix.  I liked what I had, but I knew it wasn’t enough to support teachers and students in the teaching and learning of literacy.

After reading Jennifer Snelling’s 2019 article, 18 Tech Tools Librarians Need Now:  Student-tested and approved: The best applications to Fire active learning, from podcast creation and coding apps to VR, I was inspired to expand the repertoire of applications on my Symbaloo page.  There is a lot of digital software for teachers and students to contend with; so, I wanted to include applications that were accessible and useful for teachers and students alike.  Most of my choices, I included from Snelling’s article because of their accessibility and user-friendly applications.  One program, Craft, I learned about from a fellow student, and teacher colleague, who spoke to the benefits of this program that is used in her school which is an Apple school.  She spoke highly of its ease of use, and after some investigation, I decided to include it in my curation.

Below is a screen shot of my Digital Portfolios and Collaboration Grouping.  What follows is a demonstration of how I use the application Canva Education with my students.

This is the new addition to the Symbaloo Webmix page.  I added 9 applications under the heading, Digital Portfolios and Collaboration.  These applications are useful for students to demonstrate their learning using a digital platform.

Wakelet allows users to curate visual lists of content related to subjects being studied.  Teachers can use this application to curate collections of resources to scaffold their students’ research, and easily share this information with their class.  Students can create their own curated research lists that they can share with their peers.  This is helpful when doing group projects and year-long studies.

Craft is a free web-based application that is multi-modal.  Students can post their research, assignments, videos, pictures, blogs, and chats, on this application.  Teachers can create groups, and everyone can share their work and thoughts on this application.  My colleague’s thoughts on her use of this app are here.  It’s a short, but great read to get a perspective from a teacher who sees the benefit of this app with her colleagues and her students.

Pear Deck is an application that can be added on to Google Docs or Microsoft PowerPoint applications.  It allows teachers to add interactive feedback among students and teachers with slides that are created with the above-mentioned applications.  This can be useful for student dialogue and assessments.

Buncee is another great digital tool teachers can use with their students.  This can be useful for students as young as K-1.  This application stopped it iOS app in July 2023, but it is still available through the web.  Teachers can set up a class, and students can demonstrate their learning visually using virtual visual stickers.  Buncee offers lots of great templates and visual designs for students to choose from.  It offers teachers lots of options for assignments and projects.

For book writer “nerds” like me, this app is a must.  In the past, I have always used the company, Student Treasures to write and publish my students’ writing.  Student Treasures always provides one free hard cover book for the class, but any other orders must be bought, and they can be pricey.  The paper provided is limited, and if students make errors, tears and heartache follow.  However, this app is iPad friendly but can be used through laptops as well and is free to use.  Book Creator allows students to create their own e-books and audio books.  They can use their own illustrations, or images from Google.  What is great about this app is that it is multimodal and promotes writing for kids across various learning abilities with the help of assistive technology.

For students who want to experience their first podcast in storytelling, Anchor is the perfect platform to use.  The Anchor podcast platform publishes to Spotify so students can access the content at a later date.

Snelling cites Flipgrid as the favourite tech tool used among librarians who were interviewed in her article as a social learning tool that enables Q & A in video format.  I included this tool as a collaborative app for group work.

This iPad-based application is great for student animations.  For students who want to experiment in multimodal storytelling, do ink is a great app to use.  Users can set up their storyboards frame by frame and can draw their illustrations or import photos.

The final application I included in the web mix is Canva for Education.  I use this quite a bit and have been using it for only a few months.  It is a web-based graphic design and photo editing program similar to PowerPoint but has more features that come with it.  I can create a class with Canva and share documents with them.  There are many more templates that I can find on the platform that are free to use.  I use Canva to create many templates for student work.  One example is for student responses to literature.  I have been teaching the novella, Toys Go Out with my grade 2/3 students.  We have been discussing what we read versus what we think and visualize.  I created a template on Canva and asked them to record their responses to a chapter called “My Reading, Thinking Voice”.  Here is the link: Reading Voice/Thinking Voice.

I also do a lot of SEL lessons with students.  We always start the day with breathing exercises.  A teacher candidate created some cute Halloween themed breathing exercises posters on Canva Education and shared them with us.  They are here, and I have been using them with students.  The possibilities with Canva are endless, and students are highly engaged with what I create.

As I transition to the role of Teacher-Librarian and support and promote Literacy within my school community, I see how I can use these applications with my K-7 students.  We have so many ELL students who would benefit from the multi-modal applications of these web-based applications, and the students who struggle with written output but who have so many ideas to share but need a different outlet to express their ideas.  Technology with support from the SLLC is a great place to start.

 

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LLED 462: Assignment 1 – Learning Log #2 – Digital Toolkit – Takeaways from Module 6

Posted on October 15, 2023 by Linette

  Click the link below to go directly to my Symbaloo Education Webmix page.

Mrs. MacNeil Symbaloo Webmix Page

There was a plethora of information to digest and ponder over from Module 6, “Supporting Learners Through the Library – Digital and Media Literacy”.  Everything educators and students grapple with in the digital age was covered – fake news, skimming, deep reading, reliable websites and sources of information, and how educators are helping students navigate these cluttered waters.

As a classroom teacher in the elementary system, I need trusted resources, a pathfinder, from my Teacher-Librarian that I would feel confident in using with my students.  To create a collection of digital resources I used the Symbaloo Education platform to curate a series of curriculum links that teachers and students could use to address curricular and content outcomes outlined in the British Columbia Curriculum.  The links and tools provided on my webmix page incorporate the digital literacy skills (found in BC’s Digital Literacy Framework document) students are expected to acquire during their K-12 schooling years.  The sites embedded in the webmix are safe for students and teachers to use in the school setting and applicable to the curriculum.

Where to Begin…

After reading the content of Module 6 and watching the tutorial video on creating a Symbaloo webmix page, I visited the Media Smarts website.  The most helpful resources I discovered on this site were related to digital and media literacy and youth.  There were links to tutorials, videos, student games and lessons.  An example of an applicable Media Smarts lesson is Avatars and Body Image (geared for grades 4-6).  This lesson links to the digital skills listed in the BC Digital Literacy Framework document under topic 3, “Creativity and Innovation, and topic 4f) Digital Citizenship – Self-Image and Identity.

The Curation Process and Content…

After creating a Symbaloo Education account, I first sifted through what Symbaloo had listed as possible webmixes.  There were many to gleam through; however, many are based on American content.  I decided to keep a couple that I found useful which were:  The “Future Ready K-2” tile group, and the “Tools for Teachers” tile group.  There were many basic links to digital tools and resources that are applicable for BC Teachers and their students.  Next, I decided to organize my lists into groupings based on curriculum content, and digital tools.  Below, I list the groups and links within each group that teachers and students in my school find useful.

The Webmix…

Visiting my Symbaloo Education Home page, you will find that I have created 9 Groups of Curriculum-Based Digital resources, and two direct links to my  District’s Home page, and one to Microsoft Office Suite which is the platform that my district uses.

Below is a detailed list of what you will discover.

In the Resources for Teachers group tile, teachers will find links to the following sites…

  • Education.com:  Teacher resource website with ready to use lessons, templates, games, and crafts covering all curriculum subjects from K-12.
  • Focused Education BC:  This non-profit website is available to all BC school educators and provides up to date information on digital learning, resources (print/digital) for K-12.  This infographic poster illustrates the full range of services available.
  • Tools for Teachers:  This group tile was created by an educator through their symbaloo account.  I included this with my group as it has a good balance of digital tools teachers may find helpful such as creating seating plans, quizzes, Edmodo, games for subject review, and blogs.
  • Strong Nations Publishing:  This is a must for BC Teachers who wish to access authentic Aboriginal content to use in their classrooms.
  • Follett Destiny:  This link takes the teachers in my school directly to our school’s OPAC and gives them direct access to the SLLC collection.

In the Digital Reading Resources group tiles, students & teachers will find links to the following sites….

  • EPIC! Books: Many teachers in my school have an EPIC! books account and set up accounts for their students.  EPIC is a useful platform to access digital books.
  • VOOKS:  Vooks is another site many teachers use to access digital books and lesson plans to supplement their ELA program.
  • RAZ-Kids: RAZ-Kids is a user-pay license site that supports emergent readers up to independent levels.  My district pays a license fee and our LST teachers create accounts for students who need additional support in their reading acquisition.
  • Reading A/R:  This group of resources was created by an educator through their symbaloo account.  It includes many links to digital resources that teachers and students use to support their reading, writing, vocabulary, and grammar skill set.
  • aKidsCo.com:  This is a special site for educators and students to access free digital pdf books on special interest topics that are sensitive in nature such as LGBTQ+, banned books, school shootings, and BIPOC to list a few.
  • Time for Kids:  This site is free for students to access digital, non-fiction material from Time Magazine.  Reading level is organized by grade level.
  • Starfall:  Starfall is a ELA site for students to practice reading, vocabulary development, and spelling.  Most content is free.

In the Future Ready K-2 group tile, students and teachers will find several tiles with links to a wide variety of tools to support lesson planning, ELA, math, and coding content.  This grouping was created by an educator through their symbaloo account.

In the Coding, Makerspace, and STEM group tile, students and teachers will find 11 tiles that will either take them to a site directly like Scratch, Jr. and Microsoft Make Code (Minecraft, Micro: bit, & Arcade), or will take them to a developed group of tiles that involve safe sites for coding, gaming, and virtual makerspace sites to code music, art, and games.

In the Fine Arts group tile, there are two tiles.  One, is a group of tiles that take students to different sites to explore the world of visual art, and art making.  The other tile will take students to the Arts for Kids Hub site.  Here, students can access tutorials and learn different ways to draw and create.

In the Canadian (Cdn) Ab-Ed and Social Studies (SS) Resources group, teachers will find 9 tiles.  I created this group to assist teachers in accessing authentic and safe content to support their social studies curriculum and to have different resources to support the inclusion of Indigenous content into their curriculum.  Some of the sites included are…

  • PBS Social Studies:  This site will take students to SS based games best used for K-4 students.
  • The Learning Circle:  Classroom Activities on First Nations in Canada (ages 4-7):  Created by the Canadian Government.  Digital stories, games, and a pdf file of lessons can be found on this site.
  • Our Spirits Soar: Created by Saskatchewan, Metis and master’s student, Danielle Desjardins, teachers will find a list of authentic curated resources to use in the classroom.
  • Bright Sparks Travel:  Teachers and students will find classroom digital resources to support Indigenous content.
  • FNESC:  The First Nations Education Steering Committee site is for educators to reference for authentic Indigenous resources and news.
  • BCTF Aboriginal Education:  The page from the BCTF site lists events, news, and resources to support Indigenous content in BC Classrooms.

Teacher and students will find 4 tiles in the Science Resources group.  Two tiles will lead users to a webmix of elementary-aged, based sites that cover many areas of the science curriculum.  The other tiles will take students to…

  • National Geographic Animals:  Students will enjoy using this site to research the world of air, sea, and land animals.
  • Crash Course Kids – YouTube Kids:  This YouTube Kids channel is created and curated by Crash Course Kids.  Students will find various science-based videos that teach about physics, chemistry, biology, and the environment.

Students will find 8 tiles in the Math Sites & Resources group.  Seven tiles take students to a direct website, some free and others are licensed that my school holds accounts with.  I included a group tile of High School Math sites as many of the school’s upper-intermediate students excel in their math program and work at independent levels of higher-grade math curriculum.  This tile group will give both students and teachers a pathfinder of sites to explore that will support the math curriculum.

I consider this the most important grouping of links for teachers and students as the sites relate directly to digital citizenship, digital and media literacy, and educating students on cyber safety.  The 6 tiles in the Cyberclones Cyber Safety group include one link to a webmix created by another Symbaloo educator, and 4 of the remaining tiles take students to the Canadian-based Media Smarts site which provides lessons and games on digital and media literacy, the Commonsense Education site which provides age-appropriate digital citizenship lessons, and the e-Learning for Kids site which students can use for safe and license-free online learning sites for math and science.  The Safe Search Kids is a child-friendly search engine (Google Kids) that prevents unwanted advertisements and possible hits to adult-oriented sites.

Visit my Symbaloo Webmix page for students and teachers.  Try some of the links and let me know what you think.

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Final Assignment – Vision Project & Reflection LIBE 477

Posted on June 19, 2023 by Linette

Final Vision Project for LIBE 477:  Virtual School Library Learning Commons Website

https://lmactl2024.wixsite.com/virtualsllc

Reflection:

In Reading Assignments, A and B, I identified that I wanted to focus on the transformation of a library to a School Library Learning Commons.  I was inspired by the variety of multi-modal forms TL’s were implementing into their spaces and teaching practices.  I wanted to somehow combine the development and use of a virtual SLLC and story workshop into my final vision project.

Developing a website made the most sense because in my district, at the elementary level, most libraries are just that, libraries, a repository for physical texts, and there is not a virtual School Library Learning Commons.  There is a definite need for a well-designed, user-friendly website for elementary school virtual LLC’s.  The Secondary schools, however, are more at the forefront in this area.  I used the WIX platform to build my site as it seemed to have a plethora of templates and tools to use for a beginner like me.

I knew that one day, I would need to give a presentation to staff on what an SLLC brings to a school community.  Creating a video walk-through of the website is a great way to introduce the virtual SLLC in a staff meeting where I might only be given 10 minutes to speak.  The video would serve as an appetizer and would hopefully pique the curiosity of colleagues to explore what a physical and virtual SLLC has to offer.  Feel free to watch this 8-minute screenshare video of the walk through of my website https://www.loom.com/share/3b96544116234f9a93b2511607343c30?sid=ccaf65ec-b9b6-4bc7-b235-08f9e86334ff

Bass and Miller support the ideology that the TL of a school is a leader in the school community and part of that role is to empower their colleagues to try multi-modal ways of teaching, and have students use the same means to learn and express what they know (Bass, 2019).  Working with teachers in this way fosters a positive school culture.  The ISTE standards for Educators and Adminstrators support these ideals such as Standard 2a. “Engage education stakeholders in developing and adopting a shared vision for using technology to improve student success, informed by the learning sciences” (Bass, 2019).  Building a virtual SLLC is one step towards achieving this goal.

The process of building this website was a creative endeavor.  I looked to other established Virtual SLLC’s for inspiration.  I knew what I wanted it to house.  It needed to have something for all community stakeholders (administrators, staff, students, and parents), it had to be easily accessible, and engaging.  I am happy with the teacher page, the parent page, and the student corner pages as this addresses the goals I had in mind.  Although they are still a work in progress, I feel they are a great beginning.  I then looked at a few virtual SLLC sites for inspiration.  One I found was developed by Pippa Davies https://hcslearningcommons.org/getting-started-using-the-learning-commons/.  She has been hired by this school to develop both the physical and the virtual School Library Learning Commons.  I found her site to be highly engaging and effective for all stakeholders to find what they need and to have a voice in what they are reading and learning.  Her site hosts a student corner as well for students to access and publish their thoughts (Davies, 2022).  All of the above are suggestions supported by the CLA in developing a Virtual SLLC (Canadian Library Association, 2020).

The challenges I foresee that lay ahead is keeping this website up to date.  This is the first time in my career that I have created a website; so, now the challenge lies in making changes along the way.  I would like to include widgets for the community to have easier access to the licensed sites that we use.  In the future, I am hopeful to have access to e-books for the many ELL students in my school who desperately want to read but are still developing their English language skills.  I would also like the website to be more streamlined, but I know this takes time and expertise.  I spoke to a reference librarian at my local library, and he suggested that I enroll in one of their workshops on how to develop a website (North Vancouver District Public Library, 2023).  This is a great opportunity that I would like to explore this year to make improvements to the site.

Overall, I enjoyed the Vision Project as it gave me an opportunity to develop what I would like a Virtual SLLC to be and visualize the role I can play in empowering the learning culture in my school community.

References

Bass, S. M. (2019). Leading from the Library: Help Your School Community Thrive in the Digital Age. Portland: International Society for Technology in Education.

Canadian Library Association. (2020). Leading Learning: Standards of Practice for School Library Learning Commons in Canada. Retrieved from Canadian School Libraries (CSL): http://llsop.canadianschoollibraries.ca/

David Loertscher, Mary Ann Harlan, and Blanche Woolls. (2023). Alive! Welcome Page. Retrieved from Alive! Library Website: https://sites.google.com/view/alivesuperschoollibraries/home

Davies, P. (2022). Designing a New Learning Commons. Conference, Treasure Mountain Canada Symposium, New Westminster. doi:https://journal.canadianschoollibraries.ca/designing-a-new-learning-commons/

HCOS Learning Commons. (2023). Student Corner. Retrieved from HCOS Learning Commons: https://hcslearningcommons.org/student-corner/

North Vancouver District Public Library. (2023, June 18). Events – Technology Skills. Retrieved from North Vancouver District Public Library: https://nvdpl.ca/event-category/technology-skills

SD 38 Richmond. (2021, October 14). Redesigning Library Learning Commons Spaces. Richmond, British Columbia, Canada. Retrieved from https://www.youtube.com/watch?v=xIJ3NbqCNVU&t=10s

SD 63 Saanich. (2014, April 29). Library to Learning Commons: Transforming Libraries in the Saanich School District. Saanich, British Columbia, Canada. Retrieved from https://www.youtube.com/watch?v=7ftD_V_tDsQ

WRDSB Library Learning Commons, Laura Shaver. (2021, September 12). How to Access the WRDSB Library Learning Commons Online Updated. Waterloo, Ontario, Canada. Retrieved from https://www.youtube.com/watch?v=1ivb2nijpRQ&t=6s

 

 

Posted in Digital SLLC, Final Vision Project LIBE 477, LIBE 477, Story Workshop, Videos | 4 Comments