My Learning Journey: Reference Materials (Thematic Blog Post #3)
My key takeaway from this Theme: information is everywhere!! As long as you know where to look, you will find vast amounts of information. Growing up, I was not aware of all the print and online reference materials available to me at home and at school. I learned to use a dictionary and atlas in my early intermediate years, but that was the extent of it. As a teacher (and future teacher-librarian), it sometimes feels daunting the amount of information we need to know in order to effectively direct students to the information they need. Theme 3 has allowed me to reflect on just how MUCH information is out there and how I can help elementary aged students and their teachers to make use of it.
I would like to work in collaboration with classroom teachers to offer students opportunities to explore topics they are interested in. Rather than simply searching in Google or Wikipedia, I would like to teach students to use the appropriate print or online reference materials. In the past, I have seen many teachers check out a collection of non-fiction books for their students, or select specific websites with information. Depending on what the focus of the task is (taking notes vs. conducting research), reference materials are often overlooked in the library. In my school, this is because of the lack of reference materials available (more on that in a different post!). My goal would be to find print and online reference materials that directly help students in their research.
My key learnings from Theme 3:
When it comes to print material, quantity does not equal quality. With the cost of print materials, it is difficult for TLs to maintain a current and accurate print reference collection. The print materials end up collecting dust because they may be outdated.
Online reference material is valuable, when students are given the tools to use it. Online tools such as The World Gazetter, Kids World Book, and Encyclopedia Britannica are only a few of the many available resources. My school has several online subscriptions that are accessible to students. My goal would be to host professional development opportunities for teachers so they can teach students to use these appropriately.
Each type of reference resource has its own evaluation criteria. I enjoyed exploring the various reference resource types each week, including databases, bibliographies, biographies, encyclopedias, dictionaries, thesauri, and maps/atlases.
My Learning Journey: Managing and Evaluating Reference Services (Thematic Blog Post #2)
Collaboration Is Key
Theme 2 was focused on further exploration of the various roles taken on by the Teacher-Librarian. I found this theme to be a reminder that the role of the Teacher-Librarian seems to be ever growing, much like the role of the classroom teacher. As a classroom teacher myself, I have previously overlooked the true ‘job description’ that the Teacher-Librarian takes on in the school and community. The discussions in this theme also reiterate that collaboration is the key to Teacher-Librarianship, such as collaboration with teachers, students, administration and the greater community.
https://jabberworks.livejournal.com/741817.html
In Riedling’s description of the “Reference Interview”, she outlines that Teacher-Librarians can strategically determine the student’s (or teacher’s) information needs. According to Riedling (2019), in order to effectively conduct reference services, the Teacher-Librarian should possess three things: knowledge of the collection, effective communication skills and competence efficiently and effectively in selecting, organizing and evaluating resources. She also states that although it is important for the student to find the information they were looking for, a true indicator of a successful “interview” is how the student perceives the interaction. The focus is more on the individual student and the individual Teacher-Librarian.
The Leading Learning framework (CLA) presents the Teacher-Librarian role as a collaborative role, where students work with one another and develop the skills needed to successfully find and learn new information. In fact, the first theme is “facilitating collaborative engagement to cultivate and empower a community of learners.” (p. 10). The focus becomes more on teachers, students, and Teacher-Librarians working together to learn rather than being led to the information.
Leading Learning (CLA)
Cooperative planning is an integral part of the Teacher-Librarian’s role because it provides additional opportunities for students to develop their information skills, as well as learning opportunities for the teachers and Teacher-Librarians. Some ways that Teacher-Librarians may promote cooperative planning within the school library learning commons:
Promoting themselves as collaborative partners of the school community, including teachers. This
may not always be possible due to time constraints, but both the Teacher-Librarian and Classroom Teacher would play keys roles in the collaboration (TL as the information specialist and the CT as the subject expert).
Pre-planning (or helping teacher pre-plan) the assignments and projects that are carried out by the students. This is an ideal suggestion but may not always be possible due to time constraints. However, the Teacher-Librarian may develop lessons around information skills and the use of reference materials.
Click the photo to for a larger view ->
Managing The Reference Collection
The responsibilities of the Teacher-Librarian (program and instruction, learning resource management and leadership in resource-based learning) outlined in this theme allowed me to reflect on my own school’s Teacher-Librarian and my practices as a classroom teacher in supporting their role as a collaborative Teacher-Librarian. I have always viewed Teacher-Librarians as the experts in the SLLC and upon reflection I see that they have the potential to be leaders and advocators for the school community, provided they have sufficient funding and allocation of time. This is why it is important for the Teacher-Librarian to share quality resources in a variety of formats and through a variety of methods in order to build student access. For example, our school’s Teacher-Librarian shows students and teachers how to access the ERAC BC Digital Classroom to view a variety of digital reference materials such as journals, magazines, encyclopedias, and almanacs.
Evaluating Reference Services
Riedling (2019) argues that in order to be able to provide quality resources for references services, Teacher-Librarians need competence in selecting, organizing and evaluating resources specific for their community’s learning needs.
Similarly, evaluating the reference services of the SLLC can be beneficial because it allows for a reflection and improvement for optimal student learning. The process for an evaluation is similar to that of evaluating an ordinary resource collection:
Collecting data for a statistical evaluation of usage of the reference materials
Evaluating the satisfaction level of clientele using the collection
Comparing the findings to the standards. In this case, Achieving Information Literacy provides a guide for best practices.
Self, peer, and administration evaluation.
Overall, this theme represents another yet realm of the multi-faceted ‘job description’ of the Teacher-Librarian. I learned practical strategies for improving collaboration, managing the reference collection, and evaluating the reference services. Most important, I was able to self-reflect on my own practices, which will help me become a better teacher and (future) Teacher-Librarian. I am once again humbled and reminded of the trueness of this infographic, which always seems to be popping up with each course in this diploma program and is still just fitting.
My Learning Journey: The Basics of Reference Services (Thematic Blog Post #1)
Laying the Foundation
This theme reiterated the various roles that a Teacher-Librarian plays in a single day, particularly as an “information specialist”. It made me think back to the very first course I completed in the TL Diploma program, LIBE 461, where I initially learned about the many roles of the Teacher-Librarian. As TL’s we guide students and other teachers towards the right sources of information, as well as help them develop skills to use those resources appropriately and accurately.
I appreciated the exploration of terminologies in Riedling’s text, such as ‘Gazetteers’ and ‘Digital Divide’. I learned that my understanding of the term ‘Reference’ was quite simplistic, and that a reference collection includes a plethora of materials and resources.
Reference Collection: The section of the library which houses the print copies of reference materials, such as encyclopedias, dictionaries, etc.
Reference Source: Riedling defines a reference source as “materials, from books to periodical to photograph, deigned to be consulted for definite items of information rather than to be examined consecutively” (2019, p. 18).
Although this in not an exhaustive list, some types of resources include:
Encyclopedias
Yearbooks
Almanacs
Handbooks
Dictionaries
Biographical sources
Atlases
Reference Services:The activities required to meet the information needs of the SLLC’s clientele. Eg. answering research questions, locating answers to quick information requests, instructing users in the selection and use of appropriate tools and techniques for finding information, conducting searches, directing users to the location of library resources, assisting in the evaluation of information, selecting, weeding, and evaluating resources.
I like to use videos to help students learn and reinforce information searching skills. This year I plan to go one step further and have my students create their own videos to show other students.
https://www.youtube.com/watch?v=l0rYSYLGFfo
The Research (and Inquiry) Process
Another significant takeaway for me was the Reference Process. Riedling outlines a five-step process:
A need for information
A question
The search for information
An answer or response
An evaluation
In my own experience as a classroom teacher, I found that it is crucial to explicitly teach students how to progress through each of the steps. I conducted a science inquiry unit with my class this year and a large component was searching for information and evaluating if the information is accurate and credible. It is definitely daunting as a teacher to go through the research process with 28 students… but I feel that Theme 1 has already helped me develop better strategies. In addition to helping students follow the research process, I was able to reflect on my own understanding of the research process, my patience in dealing with frustrations and helping students stay positive, and my own eagerness to help students reach their literacy goals and become Information Literate Citizens. Consequently, the research process goes hand in hand with the inquiry process. I was already familiar with the BCTLA Points of Inquiry, but I appreciated exploring other models, particularly the Big 6 Model. I found it to be simple and student-centered.
Much of the material around building a reference collection was review from a previous course (LIBE 463). Still, it was a great refresher to read about collection evaluation, selection, and the overall Evaluation Process, especially focusing on the specific reference collection. I have some experience using the Ministry of Education’s Evaluation Criteria , which is a fantastic guide for evaluating resources for the SLLC. It is important to note the specific evaluation criteria for each type of reference source. I also like to review the Leading Learning – Standards of Practice for School Library Learning Commons in Canada (Canadian Library Association). This document has been essential in learning about the best practices for SLLC in various aspects, including the reference collection and helping students succeed in their information and critical literacy.
Furthermore, based on the reading Achieving Information Literacy (link) I learned that my school SLLC falls short of what is deemed an “Acceptable” reference collection. It was also interesting to read others’ discussion posts about their SLLCs and how they may fit with the standards. Funding issues and high costs of reference materials make it difficult to maintain an up to date reference section in the SLLC.
Print and Electronic Resources
In my opinion, electronic resources may often be more timely and therefore more useful to students when finding information. My school district has various subscriptions to electronic reference resources, providing free access to all students and staff. Each year I share our online catalogue website with my students and we take time to explore the various resources. I then show my students explicitly how to use each resource so that throughout the year they can use it a tool for research in various subject areas. I like how many of the electronic reference resources such as World Book Kids and National Geographic Kids are easily adaptable to various learning needs and abilities.
Our district subscriptions to electronic reference materials.
The digital world is a magical place of endless information, and when students learn the skillset to navigate through the digital world, great things can happen! Some helpful resources for teaching students digital information literacy are Commons Sense Media and Media Smarts. As our Theme 1 comes to an end, I look forward to learning more in-depth about the reference materials and how to best serve the school community.
Asselin, M., Branch, J., & Oberg, D., (Eds). Achieving information literacy: Standards for school library programs in Canada. Ottawa, ON: Canadian School Library Association & The Association for Teacher-Librarianship in Canada.
Canadian Association for School Libraries (CASL) 2003. Achieving Information Literacy Standards for School Library Programs in Canada. Retrieved from http://accessola2.com/SLIC-Site/slic/ail110217.pdf
Riedling, A. M., & Houston, C. (2019). Reference skills for the school librarian: Tools and tips (4th ed.). Libraries Unlimited.
As I write my final reflection post for LIBE 477, I can’t help but think about when I first started this course six weeks ago, I thought I would simply be exploring different ways to integrate technology into the classroom/library. Fast forward six weeks and I am leaving the course with SO much more. Starting with the “Why School?” readings, I quickly came to realize that ICT education is imperative, and it is my job as an educator to implement it in my classroom. I also realized that educating adults to be technologically proficient is the first step in order to help our students develop those same skills. As a millennial, or digital native (a new term I learned during my final vision project), I have always been fairly comfortable about using technology in my teaching practice. I have also always loved helping other educators in my school with their ICT questions or issues. Each of the blog posts I completed in this course left me with a feeling of inspiration and an itch to do MORE with myself, my students, and my colleagues and community.
https://morethingsjapanese.com/
My biggest takeaway from this course would be the importance of collaboration and connection in the world of ICT. I feel inspired to take on a leadership role in my school so that I can help others learn about and integrate ICT in their teaching practice. Rather than simply helping teachers troubleshoot, I would love to find ways to teach them new skills, while learning new skills alongside with them. For example, initiating professional development by inviting guest speakers, or even leading a workshop myself.
For my final Vision of the Future, I wanted to find a way to integrate all the valuable lessons I have learned into one all-encompassing project. I had difficulty narrowing down a specific topic and artifact, and started and scrapped almost a dozen projects in the timespan of a few days. I finally decided to go back to the beginning to revisit my idea from the start of the course. I know that I am passionate about critical media literacy, that there is a gap in knowledge with my students, and that I could add more dimension to my earlier ideas by using what I learned in this course. In my final Vision of the Future project, I was able to integrate the various lessons I learned in this course, and focus the project on collaboration. I hope to connect and collaborate with my colleagues with the Critical Media Literacy Tool Kit (the artifact), show them how to use it, work together to deliver lessons, and initiate a school-wide initiative to develop a more fluid ICT curriculum.
My vision of the future project is a Critical Media Literacy Tool Kit, designed for educators to use in their classroom. For my final vision project, I decided to revisit my topic from Reading Review Assignment A and Reading Review Assignment B. Digital literacy and critical media literacy are topics that I have been interested in even before this course, and I wanted to find a way to create a resource that would be meaningful and useful to me and my school community. As a new teacher, I have jumped from grade to grade each year, so in the four years that I have been teaching, I have had the pleasure of teaching from Kindergarten to Grade 4 (and next year I’ll be Grade 5!). I also love to integrate technology into my daily teaching practice, regardless of what age group I am teaching, and I believe it is an important part of learning in the 21st century. I found myself teaching the same concepts each year while adapting to the learning needs of my students. I also remember thinking that if we collaborated as a school staff, we could teach certain skills and concepts in specific years and have students build on their knowledge year after year rather than the same thing over and over again.
In the age of the easily accessible technology, students are often more comfortable with technology than some adults. However, it is still necessary for us as educators to teach students how to use technology as a learning tool and to use it safely and respectfully. In my own experience, I found that although students knew how to use iPads, Chromebooks, laptops, and other devices, to complete simple tasks, there was a gap in their critical thinking and digital literacy skills. This is reiterated in the article “Teaching digital natives: promoting information literacy and addressing instructional challenges” (Neumann, 2016). Neumann (2016) argues that although digital natives, “people who have grown up with and used technology since the day they were born” (p. 102), can search the Internet, connect with friends, and communicate and engage in multiple activities, they often still lack the experience of learning with technology and media or understanding that it contains overt and covert messaging.
https://www.heraldpalladium.com/
Will Richardson outlines the 21st Century Literacies from the National Council of Teaching of English (NCTE) in his book “Why School?” (2012). Although I believe all of these literacies are important, number 1, 4, and 5 stand out to me when I think about the gaps I have witnessed with my students’ digital literacy.
Develop proficiency with the tools of technology
Build relationships with others to pose and solve problems collaboratively and cross-culturally
Design and share information for communities to meet a variety of purposes
Manage, analyze and synthesize multiple streams of simultaneous information
Create, critique, analyze and evaluate multimedia texts
Attend to the ethical responsibilities required by these complex environments
Another key source of inspiration for me was the BC Ministry of Education website, where I found the Digital Literacy Framework. It elaborates on six characteristics or skills for our 21st century learners.
Digital Literacy Framework – BC Ministry of Education
Key Elements
Considering Neumann’s argument, Richardson’s 21st Century Literacies, and the document provided by the BC Ministry of Education, I identified the Key Elements for my vision project. The Critical Media Literacy Toolkit will:
Provide a rationale, scope, and sequence for intentionally teaching digital and critical media literacy in the classroom.
Allow students (digital natives) to use their existing knowledge of technology to further develop their digital literacy skills.
Teach students the skills to be able to use technology as an effective learning tool.
Integrate the NCTE 21st Century Literacies, with a focus on:
Develop proficiency with the tools of technology
Manage, analyze and synthesize multiple streams of simultaneous information
Create, critique, analyze and evaluate multimedia texts
Provide a common language for students to develop their digital literacy from Kindergarten to Grade 7.
Be used as a tool for teachers in the school who would like to integrate technology and digital/media literacy in their classroom.
medium.com
After identifying the key elements, I got to work on creating the Tool Kit document. At first, I wanted to create a webpage, but I thought it would be more accessible for teachers to have a PDF document that they could save as a file or print out. However, once I added in all the links, I realized this will need to remain a digital PDF document. I plan to continue modifying this document as I learn more about my students and their needs throughout the years, but I hope that for now and in the future, it can be a useful tool for myself and my colleagues.
I found it challenging to narrow my focus for the scope and sequence because there is just SO much information I would want to teach my students. I decided to break it down by grade level so that students could be introduced to the topics at an early age, and then continue to develop their skills and knowledge using age-appropriate topics as they grow older. I used the six characteristics outlined in the BC Ministry’s Digital Literacy Framework to create a Critical Media Literacy Scope and Sequence chart for the grade groups K-Grade 2, Grade 3-Grade 5, and Grade 6-Grade 7. Each skill that is introduced in the early years is continued to be reinforced in the later years, in addition to introducing new and more complex skills. I labelled the skills as I (Introduce the skill), R (Reinforce the Skill), or M (Students have mastered the skill). The boxes that are blank represent that the skill may not be developmentally appropriate for the grade group. It is important to note that this Scope and Sequence chart is meant as a guide, and the teacher should adapt the skill instruction based on the students’ needs. Then, I provided sample lessons and activities for each of the sections, for each of the grade groups.
Here is my digital artifact, the Critical Media Literacy Tool Kit. Please click on the link to be redirected to a PDF.
I plan to upload this document onto my school’s Microsoft Teams page. It’s a great platform for staff members to share ideas, ask questions, and stay up to date on information. I believe that uploading it on Teams will provide access for all my colleagues, and allow them to use it whenever they need.
Neumann, C. (2016). Teaching digital natives: Promoting information literacy and addressing instructional challenges. Reading Improvement, (53)2, 101-106. Retrieved from https://eric.ed.gov/?id=EJ1112224.
Richardson, W. (2012). Why School?: How education must change when learning and information are everywhere. TED Conferences, Kindle Edition.
Topic: Exploring library projects in a developing nation.
In the developed world, we think of literacy, books, and libraries as a norm, something that we have a right to, and something we may sometimes take advantage of. Historically, books were reserved for the rich and elite of society, including kings/nobles, priests, and scholars. Unfortunately, it seems that this disparity in access to books still exists today, but in a different way. We have world class libraries in the developed world, while in some developing countries, some communities may only have a handful of worn-out and outdated books. The lack of access to books and libraries is one of the main reasons for low literacy rates in developing countries.
This study published by UNESCO in 2014 called Reading in the Mobile Era outlines that mobile devices may be the next step in bringing access to literacy into developing countries. People have access to mobile phones to some capacity, and it was found that 67% of survey respondents preferred to use their mobile device for reading simply because they always have it with them. 13% of respondents said that it was more affordable and accessible to read on their mobile. The study also found that the major barriers to mobile reading are: lack of content, problems with connectivity, and cost of airtime.
The UNESCO also provides Recommendations and Strategies to conclude the publication and address the barriers:
Target Groups: Certain demographic groups would most benefit from increased engagements with mobile reading, particularly women and girls, children, older people, beginning readers, and men and boys.
Strategies for extending the benefits of mobile reading to more people (p. 74):
Diversity mobile reading content and portals to appeal to specific target groups
Increase outreach effort to create opportunities for potential users to experiment with mobile reading and learn its benefits
Lower cost and technology barriers to mobile reading
Based on the findings of this study, I searched for organizations and library programs that brought libraries and books to developing countries. There are several amazing organizations that do this with donated, physical books. However, for the purpose of this assignment, I narrowed my search and looked a little deeper into organizations that specifically included and focused on expanding digital access in developing countries. There are two projects that really stood out to me: Beyond Access and Library for All.
Beyond Access is program run by IREX, a non-profit organization committed to global development and education, with a partnership with the Bill and Melina Gates Foundation (insert link). The project has reached nine countries to “transform libraries into modern community information hubs”. It creates new literacy opportunities by partnering with governments and experts in literacy, engaging in communities, and technology. Doing so helps them to mobilize communities to drive local support for reading and literacy outside of school. The program also works to expand access to internet and information by maximizing existing resources, bringing devices to communities, and training students and adults to use the devices. They provide guidance, funding, and training through community hubs like libraries. Finally, Beyond Access connects to the current employability initiatives of the community and provides services including job training and digital skills training.
beyondaccess.org
Library For All is a non-profit organization that provides access to culturally relevant, age appropriate books and learning resources. They have developed a digital library app to deliver education materials in communities where history, poverty, or remoteness are barriers for people to access books/information. Their goal is to reach 20 million readers globally by 2030. Their most current initiative is the Spark Kit, which is a digital classroom kit designed for students. It is delivered to communities in a commercial grade lockable case, with 40 tablets pre-loaded with the Library For All digital library app. The Spark Kit provides a secure storage solution, in-built charging for the devices, and creates a secure local Wi-fi network that can update the tablets with new content and gather data to improve planning and development for new features. It really is a great initiative to bring accessibility for all students.
libraryforall.org
References
Mark, W., & Chew, H. E. (2014). Reading in the Mobile Era. UNESCO. Retrieved July 28, 2021, from http://unesdoc.unesco.org/images/0022/002274/227436e.pdf
Beyond Access Campaign. (2012, Nov. 5). Beyond Access. Retrieved on July 28 2021, from, https://www.youtube.com/watch?v=Bw2XrW5PKQc.
Elevate by Library For All. (2021, July 4). Library for all’s spark kit. Retrieved on July 26, 2021, from https://www.youtube.com/watch?v=E_ytKCgVKt0.
Homepage. (n.d.). Retrieved on July 28, 2021, from https://www.irex.org/project/beyond-access.
Homepage. (n.d.). Retrieved July 28, 2021, from http://www.libraryforall.org/
Topic: Sharing My Professional Development with the School Community
How can we, as educators and Teacher-Librarians share what we’ve learned with our wider communities of practices? What tools and strategies are best implemented to meet the professional development of staff?
First and foremost, I believe it is important to cultivate meaningful relationships with the school community, including staff, students, and families. In my opinion, this is the best way for the TL to understand the needs of the community, and therefore, the tools and strategies needed to support their learning. Once we learn about the school community, we can strategically plan how to support their professional growth. A strong relationship will also ensure that members of the community see you as a valuable source of information. I included the image below (Inquiry Superhero) because it also applies to Teacher-Librarians in the context of providing professional development to staff, or sharing their learning with the school community.
kqed.org
One major takeaway I have learned from the various Teacher Librarianship diploma program so far is that the role of the Teacher-Librarian has evolved to be multi-faceted, where the TL is responsible for teaching, managing, advocating, and much more. According to the International Federation of Library Associations and Institutions (IFLA) School Library Guidelines (2015), a Teacher-Librarians roles can be summed up into five broad categories:
Instruction
Management
Leadership and Collaboration
Community Engagement
Promoting Library Programs and Services.
At first, I wanted to focus only on one or two of these categories, but as I tried to narrow it down, I realized ALL of them play a part in the context of supporting the learning communities’ professional development. In the visual I created, ICT education and professional development can be integrated throughout the five categories. Click on the mind map below to be redirected to a larger (and more readable) image. Created on MindMeister.com.
Created on MindMeister.com
How can we best respond to the needs of our staff, in their wide spectrum of abilities and experiences, with the most appropriate and useful professional development?
I believe that much like our students with diverse learning needs and skill levels, staff members also have a wide spectrum of abilities, experiences, and learning style. In order to best respond to this, I would scaffold the professional development workshops so that everyone feels they are making the best use of their time by participating. For example, I once attended a workshop to learn about a new district-wide digital portfolio program. I created an account on my own and played around with the program before attending, in hopes of jumping into the more technical details with the specialist at the workshop . Unfortunately, most of the hour-long workshop was spent focusing on how to access the site, how to create an account, how to log in, and other basic steps. I realize that a basic beginner lesson is crucial in order to set the foundation of learning a new skill or program, but I can also see how it may avert some teachers from attending workshops in the future. To address this issue, I would try to host various levelled workshops when teaching staff about an ICT tool or strategy. To relate it to classroom instruction, it’s like having levelled math lessons: start with the basics and build on previous lessons when students are ready. In the staff pro-d setting, I would first have a lesson with basic information and skills, then the subsequent lessons would go into more detail, with each one building on the previous. I realize that this would take more time and staff may not want to commit to a whole series of workshops, but I would share a description of what will be covered in each session so that staff could decide which one(s) they would like to attend. That way, those who need the most support can have it, and those who just want to develop specific skills can come on the appropriate days. I would also include various opportunities for participants to talk, share, and practice the new skills that they are learning, as well as provide plenty of visual aids.
The video below outlines “scaffolding” for student success. I believe the same framework should be used for teacher professional development as well.
Scaffolding for Student Success
References:
International Federation of Library Associations and Institutions. (2015). IFLA School Library Guidelines. 2nd revised edition.
Scaffolding for student success. (2018) Retrieved on 23 July 2021 from https://www.youtube.com/watch?v=uKLDjmPk_RE.
Explore how you can continue to develop your own skills, pedagogy, and professional development on your own, back in your own library/classroom and environment.
In the four years that I have been a teacher, one mindset that has stuck with me is that we are “lifelong learners”. It’s a term that gets thrown around a lot but to actually live by it creates a world of unlimited explorations. There are some teachers I have met that are constantly looking for professional development opportunities, going to workshops and seminars, taking courses, and learning new skills. During a conversation with one teacher, she said to me “If we stop learning, how are we supposed to teach our students to be lifelong learners? We should lead the way.” That really resonated with me, and I hope that even after 20 years of teaching under my belt, I can still carry the same attitude of curiously and drive to get better.
Here is a great Ted Talk from Tai Basurto, where she talks about her personal experiences as a classroom teacher in the Chicago school district, and the important of profession development for teachers. I agree with her in that students benefit greatly when teachers continue to participate in professional development.
Professional development – nurturing the teacher as learner: Tai Basurto at TEDxWellsStreetED
What strategies, tools, resources, and networks can you implement to maintain your explorations and development?
VSB Professional Development
The VSB has a website that offers year-long professional development. I often check this portal for opportunities after school or on Pro-D Days. I hope to also get involved with my school’s Pro-D committee, so that I can help to bring workshops and guest speakers to my school.
BCTF Provincial Special Associations
I frequently visit the BCTF website for opportunities to participate in the PSA workshops and conferences. Most recently, I attended an incredible workshop hosted by the BC Primary Teachers’ Association, and I remember leaving the building feeling so inspired to develop some of the ideas in my classroom. They also have a website where they provide numerous resources for literacy education in the primary grades.
This year, a colleague (whom I consider to be a superstar teacher that I look up to) approached me with an idea for a Collaborative Inquiry. It was something that I had always heard about but had never actually applied for. I am very excited for this opportunity and am looking forward to working with my colleague, sharing ideas with her, and learning more about literacy, assessment, effective classroom practice, workshops, and professional development opportunities.
VSB Teacher Collaborative Inquiry Application
What are some of the ways that educators and professionals are connecting and sharing their learning?
At my school, we collaborate and share our learning during grade group meetings. This year I am fortunate to have the opportunity to platoon with a colleague in Social Studies and Science, and do ability grouping in Math with another colleague and her class.
Within the VSB and BCTF, there are opportunities for educators to share their learning through online resource portals. The BCT also offers a sharing platform for
There are also many opportunities to connect and share our learning on social media. I love to connect with other educators and learn about new teaching strategies, classroom management, and pedagogy. Some teacher accounts on social media that I have found myself frequently visiting and learning from are:
Facebook
Grade 3/4 Teachers of BC
Cult of Pedagogy
We Are Teachers
Instagram
Teachers Follow Teachers @teachersfollowteachers
Inquiry and Mindfulness @inquiry_and_mindfulness
Team Teach 21st @teamteach21st
Pinterest
There are countless ideas on Pinterest when it comes to teaching and classroom ideas. There are no accounts that I follow, but I could spend hours on Pinterest browsing various ideas and resources.
What can you do during this class and after it is over to maintain your connections and networks, to further develop your knowledge, experience, and skills?
Taking this course as part of a Teacher-Librarianship Diploma, I have been able to cultivate a toolbox of strategies and resources I can use to continue developing as a teacher (and eventually a Teacher Librarian). There are new blogs that I have discovered, websites for resources, and most importantly, other educators that I have been able to connect with. I love the fact that I can learn from so many different people around Canada that take these courses, each with their own experiences, stories, and perspectives.
References
Professional development – nurturing the teacher as learner: Tai Basurto at TEDxWellsStreetED. (2013). Retrieved 20 July 2021, from https://www.youtube.com/watch?v=_Go5DytVEOg
Topic: Fostering Reading Cultures in Schools (And Classrooms!)
In your school and practice, how do you already foster a reading culture?
First of all, what does reading culture mean to me as an educator? I’m sure each person in the education system would have a slightly varied response, but I think in the simplest definition, reading culture is “an environment where reading is valued, promoted, and actively encouraged.” (Wilson, 2020)
As a classroom teacher, my main goal for building a reading culture in the classroom is to foster a love of reading among my students. I share my love of reading with them through picture book read-alouds, with different voices, enthusiasm, and pausing to talk about the different elements at play. I also share books that I’ve read with my 4-year-old nephew and tell my student about his funny reactions to the books we read.
Students are encouraged to share what they are reading by completing a Book Review and posting it on the wall above our classroom library. I first teach student the basics of opinion writing, formatting a book review, and using respectful language. All students complete one book review as part of a writing assignment. However, I found that many students continued to write book reviews on their own time throughout the rest of the school year!
This year (grade 3/4), I played an audiobook of the Diary of a Wimpy Kid series during the time that students ate their lunch. All of the students, even the ones who are reluctant readers, were so excited to listen to the books and follow along with the words I projected on the big screen. Some would even check the book out from the library and follow along on their own. I found this to be great for my class because it got students excited about hearing the stories, reading the next books in the series, and finding other books by the same author. This school year, we managed to finish listening to the entire Diary of a Wimpy Kid series during our lunchtime listening sessions.
https://www.youtube.com/watch?v=-FZ9imqzI6Y
Before Covid, I planned a field trip each year with my students to visit the beautiful downtown branch of the Vancouver Public Library. Students enjoy a book talk with the Children’s Librarian, and each student would have a chance to sign up for their own personal library card. (You can plan ahead so all the forms + parents signatures are completed before the field trip). I always love seeing their faces light up when they find out their new library card gives them access to books from ANY branch of the Vancouver Public Library. I hope to continue with this once Covid is over and we are able to go on field trips again. Not only does this create a new community connection for students, it also provides more accessibility (in person and in the digital world) to reach for books they will enjoy.
Photo from: vpl.ca
I also believe that sharing personal stories and experiences of hardships with students can build a sense of empathy, connection, and inspiration. I like to share my experiences as an ELL student with my class, where I didn’t know how to speak fluent English in Kindergarten, and how I struggled with decoding and reading comprehension in my early years in school. I also talk about how I overcame obstacles and started to gain a love for reading, which I still carry into adulthood. By sharing these stories, I hope to encourage some of the reluctant readers in my class to continue with their efforts in reading. I find that at the grade 3-5 levels, students are very aware when their reading skills are lower than their classmates, which sometimes deters them even more from reading. However, I found that cultivating a safe, inclusive classroom community where we explicitly talk about kindness, helping others, and different learning styles, helps students show empathy towards their peers, even when it comes to reading levels.
In the school setting, our current Teacher-Librarian fosters a school reading culture by organizing book talks, hosting reading challenges, and creating vibrant book displays with new and interesting books each month. She also manages our school library website/blog.
School Library Commons Blog
What tools, strategies and resources can be implemented to encourage and support a school-wide reading program?
Most of my experiences in fostering read culture have come from a classroom context. In the coming years, I would like to take it further into the school and try to engage my students with their school community in building a love of reading. I think that the School Library Learning Commons can play a significant role in the school reading culture.
Standards of Practice in Canada
Starting from a theoretical framework, I decided to revisit the Standards of Practice for School Library Learning Common in Canada. All around Canada, the “school library” is making a shift to becoming a “school library learning commons” (SLLC), which means the methods, tools, and strategies for fostering reading culture in the school may also be shifting. Among the five Standards, the one that stands out to me in this context is “Fostering literacies to empower life-long learners”, and more specifically “Engaging Readers”.
Leading Learning: Standards of Practice for School Library Learning Commons in Canada
Growth Indicators for ‘Fostering literacies to empower life-long learners’. See Engaging Readers.
I think it’s important to first assess where we are as a school, and then come up with strategies for moving forward along the continuum. Based on the growth indicators for the Engaging Readers section, I would place my school around the Emerging or Evolving categories. As a school team, we would discuss and come up with a plan to progress forward in building a school reading culture. The Leading Learning document also includes useful resources such as Recommendation to Support Continued Growth (p. 25), Discussion Starters for Learning Leadership Teams (p. 30), and Action Planning Templates (p. 31-33).
Seven Pillars of Creating a Thriving Reading Culture
This video helped me to better understand the important of taking a more holistic and multi-faceted approach to creating a better reading culture in school. The authour outlines Seven Pillars to Creating a Thriving Reading Culture and provides research evidence of his findings.
The Pearson International Schools blog site outlines Ten Ways to Create a Reading Culture in your School. I like this list because it provides simple, straightforward suggestions (to implement right away or gradually) for helping students discover their love of reading. I have used some of these strategies in my classroom already, but I would love to bring this post up to my school team, and try to plan ways that we can implement more of these strategies on a school level.
Introduce “Drop Everything and Read”.
Be a reading role model.
Read books in different subject areas.
Explore a variety of genres.
Create individual classroom libraries.
Create reading nooks across the school
Engage with authours.
Set reading challenges with prizes.
Celebrate book-themed day.
Get your students to recommend books to one another.
There is so much to explore and try out in the world of reading in schools. I appreciate this assignment helped me to dig a little deeper and find simple strategies to implement in my teaching practice, and I look forward to exploring even more so I can bring strategies to our school planning.
This video helped me to better understand the important of taking a more holistic and multi-faceted approach to creating a better reading culture in school. The authour outlines Seven Pillars to Creating a Thriving Reading Culture and provides research evidence of his findings.