Tag Archives: instructional design

March 29, 2022 ·

LIBE 467 Evaluation Plan – Improving Reference Services

Context

The purpose of this report is to evaluate the reference collection and services of an elementary school library. The school currently has 277 students enrolled in grades K-7. The school library learning commons is staffed by a qualified teacher-librarian two and a half days per week. The SLLC follows a hybrid schedule, with fixed book exchange times and four flexible blocks per week for co-teaching opportunities. Most of the reference collection is housed in the non-fiction book section. There is also a small separate collection of print reference materials. Digital reference materials subscribed to by the district are available on the SLLC website from school and home.

Analysis

Students use the SLLC often (1-2 times per week) to select books to read for pleasure. They rarely use the collection for information-gathering purposes. Teachers feel that there are adequate resources in the collection to support the curriculum, but not a wide enough variety of formats available to support the learning styles of their students. Other than the web resources subscribed to by the district, there are only books in the collection. In total, there are 9,477 books in the collection. Although the book to student ratio is Exemplary, non-fiction/reference (3,602 books) make up less than 40% of the collection, which does not meet standards (Canadian Association for School Libraries, 2006).

Due to the Below Standard 0.5 staffing of the SLLC (Canadian Association for School Libraries, 2006), the school community does not have open access to reference services other than the digital resources available online. There are 13 online English databases suitable for elementary (see Appendix A). Although teachers feel there are adequate web resources available to support their teaching, they do not use them often. When asked how the collection could better support their students’ information-gathering needs, most indicated they would like more support in using the databases. Currently, the focus of co-teaching is ADST and story workshop. Classes rarely use the SLLC for research, although teachers occasionally sign out a selection of books for a topic of study.

Project Rationale

The reference collection should support the development of knowledge, skills, and understandings by providing a variety of print and non-print resources. Although the current collection adequately covers curricular content, it should “have a number of reference items covering the same content that present information in different formats, languages, or reading levels in order to meet the needs of diverse learners” (Riedling & Houston, 2019, p. 24). The digital resources available add to the variety of the collection, but classroom teachers do not feel equipped to use them with their students. According to the Canadian Library Association (2014), an established SLLC fosters information literacy when the “teacher-librarian collaborates with teachers to infuse information literacy instruction in learning experiences to ensure deep understanding of content” (p. 17). Despite dynamic co-teaching opportunities, users are not accessing the collection to develop information literacy.

Recommendations

In order to improve the reference services of the SLLC, two main courses of action are recommended:

  1. Diversify the current collection by adding a variety of resource formats to support different learning styles, such as realia, podcasts, maps, or audiobooks.
  2. Use co-teaching blocks to focus on resource-based learning to achieve curricular objectives.

To achieve the first recommendation, teachers and students should be consulted about the formats they would most like to see added to the collection. The teacher-librarian should then prioritize the budget to add these formats in alignment with the curriculum. As new resources are acquired, the teacher-librarian should alert the school community by promoting new formats during lessons, on the SLLC website, and in physical displays in prominent locations. At the end of the next budget cycle, the teacher-librarian can use an evaluation checklist (see Appendix B) to assess progress.

A shift in the focus of co-teaching blocks will require cooperation from administration and staff. The teacher-librarian and administrator should present rationale for incorporating resource-based learning to classroom teachers. The promotion of digital databases can be used to increase interest in co-teaching opportunities that involve active participation with information resources. The teacher-librarian can use the next assessment period as a goal for increasing student information literacy skills, using BC’s Digital Literacy Framework (BC Ministry of Education, 2021) as an assessment tool (see Appendix C).

This plan to improve the reference services provided by the SLLC should be re-evaluated after one year. Potential challenges will include budget limitations and resistance from classroom teachers. The support of the administrator is key to “provide the leadership, budgets and support for moving forward with library learning commons transitions and implementation of national and regional standards” (Canadian Library Association, 2014, p. 21). The end goal of the project is to ensure that the SLLC is providing the school community with the reference services they need to become lifelong learners.

Works Cited

BC Ministry of Education. (2021). BC’s Digital Literacy Framework. Province of British Columbia. https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teaching-tools/digital-literacy-framework.pdf

Canadian Association for School Libraries. (2006). Achieving information literacy: Standards for school library programs in Canada. (M. Asselin, J. L. Branch, & D. Oberg, Eds.) Canadian Association for School Libraries.

Canadian Library Association. (2014). Leading Learning: Standards of Practice for School Library Learning Commons in Canada. Ottawa, ON.

Riedling, A. M., & Houston, C. (2019). Reference skills for the school librarian: Tools and tips (4th ed.). Libraries Unlimited.

Appendix A: List of Available Digital Databases

  • 4Canoes
  • EBSCOhost
  • Explora Primary – Canada
  • KnowBC
  • National Geographic Kids
  • NoveList
  • ProQuest Historical Newspapers
  • TumbleBookLibrary
  • World Book Early Learning
  • World Book Kids
  • World Book Discover
  • World Book Student
  • World Book Timelines

Appendix B: Sample Evaluation Checklist

Adapted from Achieving Information Literacy: Standards for School Library Programs in Canada, Canadian Association for School Libraries, 2006.

 

Appendix C: BC’s Digital Literacy Framework

Click here to see the complete framework.

 

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March 16, 2022 ·

LIBE 477 Future Vision Project Design Considerations

Last week, I formulated the guiding philosophy for my future as a teacher-librarian based on the past five weeks of inquiry in this course. This week, I am thinking about what kind of artifact will best encapsulate that vision of the future. I have a useful little widget on the sidebar of my blog that keeps track of the different tags I use on my posts. The most prominent tags are “collaboration” and “technology” followed by “media arts” and “inquiry”. The confluence of these topics links to the issue I began exploring at the beginning of the course of how to best establish an environment of collaboration using digital video production as a tool. I want my artifact to address that issue. As I begin to consider the format and design of my project, these are the concerns I have:

  • Classroom teachers have a full load and collaboration should ease the load, not add to it.
  • Digital video production should be seen as a tool to access the curriculum, not an additional ADST component.

How can my artifact best address these concerns?

Youth filmmaking class

CC Image courtesy of Dougnamy1 via Wikimedia Commons

Collaboration in Real Life

One of the most informative articles about collaboration I have read was a conversation between Kristin Fontichiaro, a teacher-librarian who was working as a classroom teacher at the time, and Jo Angela Oehrli, a classroom teacher who was working as a teacher-librarian. This role reversal allowed each person to put themselves in the other’s shoes and paint a realistic picture of what collaboration looks like in a busy school environment. They identified four pieces of advice on how to go about the process:

  1. Know what’s going on and only ask the questions that move things forward.
  2. Be up-front about expectations and limitations.
  3. Be flexible.
  4. Take something off the other person’s plate.

(Fontichiaro & Oehrli, 2014)

Therefore, I want the tone of my artifact to be “Here is what I can do for you.” This avoids asking the question to teachers “What do you need?” which can overwhelm teachers that don’t know the answer (Oehrli, 2014). I also want my artifact to give teachers multiple entry points. This will avoid anything too prescriptive that could make teachers feel like I am trying to come in and run the show. I can do this by using video production as a base but show a lot of different options for what that might look like, or a kind of “choose your own adventure” with video production.

It’s An Instructional Strategy, Not Another Subject

Leading from the Library states the importance of reframing instruction to ensure lessons in the library support what is happening in the classroom (Miller & Bass, 2019). The examples that I include in my artifact need to have cross-curricular ties. This will help teachers to see that we will be using video production to achieve their curricular goals. “This approach . . . carries with it the potential for students to gain exposure to media analysis and production activities while simultaneously mastering the complexities of disciplinary knowledge” (Norton & Hathaway, 2010) and ties into the ISTE “Designer” standard:

(ISTE, 2022)

Although this tool can be used to access all content areas, media literacy itself is still an important part of the curriculum. Media production will help students examine their own experiences with media forms, which can often have negative connotations, particularly for young girls.  It can help students understand the choices that go into making media texts and the intention behind them. I want my artifact to show teachers this added value in using video production as an instructional strategy as opposed to more traditional approaches.

As I continue to think about the best format for my project, I would appreciate your comments to tell me what would help you or what you would like to see in regards to an artifact designed to assist teachers in incorporating digital video production in their classroom. Please comment below!

Works Cited

Fontichiaro, K., & Oehrli, J. A. (2014). Turning the tables on collaboration part I: Planning for success. Library Media Connection 32(4), 36-38.

International Society for Technology in Education (ISTE). (2022). ISTE standards: Educators. ISTE: Area of Focus. https://www.iste.org/standards/iste-standards-for-teachers

Miller, S., & Bass, W. (2019). Leading from the library: Help your school community thrive in the digital age. International Society for Technology in Education.

Norton, P., & Hathaway, D. (2010). Video production as an instructional strategy: Content learning and teacher practice. Contemporary Issues in Technology and Teacher Education, 10(1), 145-166.

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March 10, 2022 ·

LIBE 467 Collaboration with a Teacher – Embedding Reference Materials into Practice

Introduction

Encouraging information literate citizens is a key role of the teacher-librarian. This means that teacher-librarians and classroom teachers need to work together to ensure students are being exposed to a varied and innovative set of reference skills. This can be challenging in an environment where colleagues bring different perspectives to the process. Bruce et. al (2006) suggest “our ways of seeing IL, and ways of seeing teaching and learning are likely influences on our approaches to, and experiences of, IL education” (p. 2). Although the teacher-librarian cannot change a colleague’s views entirely, it is their responsibility to enable student achievement by introducing innovations to the use of reference materials in the classroom.

The Concerns-Based Adoption Model (CBAM) is a process which can be used to understand how a colleague perceives changes to their practice and how to respond (Loucks-Horsley, 1996). It gives seven stages of concern that need to be addressed to support change. These correspond to eight levels of use which describe the transformation process (see Appendix). Identifying these stages and levels can help a teacher-librarian guide change while responding to their colleagues’ needs. This paper will present an example of a teacher who is going through different stages of incorporating information literacy into their teaching. A plan for supporting the teacher in innovating their practice will be outlined, using the CBAM as a guide.

(Huang, n.d.)

Scenario Part 1

A Grade 4/5 teacher has started a year-long project where students choose their own topic and conduct a personal inquiry. In order to facilitate the research process, the teacher spent two weeks guiding the students in asking five questions to pursue. Students have a set time each week where they have access to iPads to explore their topic. The teacher has expressed concern that when students are given time to research, they aimlessly search the internet, often ending up on YouTube watching videos about their topic. She asks the teacher-librarian for help to support the students in their research.

The teacher has started a research project but has not taught the students any reference skills. She is at the informational level of concern, where she would like to know more about it and may be receptive to new strategies. The teacher-librarian should offer to teach a series of lessons that integrate research skills, such as note-taking and keyword searches, with varied types of reference materials. One of the obstacles students can face when using reference materials is that they lack the developmental skills to search for information. “Researchers have noted that children have a preference for visual browsing for information over strategic keyword searching, leading to longer, more circuitous searches” (Riedling & Houston, 2019). Introducing a digital resource, such as World Book Online, that the students can access through the school library will give the students a more developmentally appropriate setting to conduct their search. This will also give the teacher a chance to observe the tool being used so they can become more comfortable with it themselves. Students must also have access to print resources. The teacher should be invited to bring her class into the library for a co-teaching opportunity where the students can find reference books about their topic. This will allow students to choose the format that best suits their needs and provide equitable access to students who may lack access to technology at home.

It is possible that the teacher-librarian may be met with resistance as the classroom teacher moves from informational to personal concerns about learning these new tools. It may help to remind the teacher that using these tools accesses several competencies of the BC curriculum and will fulfill some of her learning outcomes for this grade level. The teacher may approach the teacher-librarian to assist with the same lessons in future years. This support over time is necessary to ensure it is embedded into the teacher’s practice (Loucks-Horsley, 1996).

Scenario: Part 2

The teacher continues the inquiry project in their classroom. They have learned about a new way to help their students access information and are in early stages of implementation. After several research sessions, the teacher checks in on students’ progress. They have so far only produced lists of facts. The teacher is concerned that they are not pursuing their topic in much depth, which was the intent of the project.

The teacher demonstrates an awareness of the value in the inquiry process, but it does not seem to be working. This puts them at the mechanical level of use, where they are attempting to better organize the use of the innovation. They have moved beyond personal concerns and are considering consequences by asking the question, “How is this affecting learners? How can I refine it to have more impact?” (Loucks-Horsley, 1996).

Although the teacher began the project by getting the students to form their own research questions, they have now stalled in the inquiry process. Using an inquiry model will provide structure to the research process and support students in meaningful learning (University of British Columbia, 2022). Looking at the Ontario School Library Association’s inquiry model from the Together for Learning document, the class has spent time in the Exploring phase and is now in the Investigating phase.

(Ontario School Library Association, 2010)

To support the teacher in adopting the model, the teacher-librarian can offer to co-teach lessons in developing a research plan, selecting information, and formulating the focus of the inquiry to help move the students along to the next phase of the process. Graphic organizers and checklists could also be provided to assist with the Processing phase. In order to initiate school-wide change, the inquiry model could be presented to the rest of the staff at a professional development day. This would help the teacher to feel supported while she implements this change.

Conclusion

“School library programs should be a force for change at the centre of teaching and learning with a focus on enabling student achievement”  (Canadian Library Association, 2014). As the teacher-librarian is supporting colleagues to incorporate reference materials into their teaching, they must be sensitive to their concerns about change. The scenario in this paper is meant to illustrate possible interventions that can enhance the use of reference materials while addressing those concerns. This is how learning experiences evolve over time and become successful innovations in teaching information literacy.

Works Cited

Bruce, C., Edwards, S., & Lupton, M. (2006). Six frames for information literacy education: A conceptual framework for interpreting the relationships between theory and practice. Innovation in Teaching and Learning in Information and Computer Sciences, 5(1), 1-18.

Canadian Library Association. (2014). Leading Learning: Standards of Practice for School Library Learning Commons in Canada. Ottawa, ON.

Huang, P. (n.d.). Stages of Concern. Concerns-Based Adoption Model. https://sites.google.com/site/ch7cbam/home/stages-of-concern

Loucks-Horsley, S. (1996). Professional development for science education: A critical and immediate challenge. In R. Bybee (Ed.), National standards & the science curriculum. Kendall/Hunt Publishing. https://s3.wp.wsu.edu/uploads/sites/731/2015/07/CBAM-explanation.pdf

Ontario School Library Association. (2010). Together for learning: School libraries and the emergence of the learning commons. Ontario Library Association.

Riedling, A. M., & Houston, C. (2019). Reference skills for the school librarian: Tools and tips (4th ed.). Libraries Unlimited.

University of British Columbia. (2022). Lesson 2: The reference process and information skills. LIBE 467: Information Services I. https://canvas.ubc.ca/courses/84997/pages/lesson-2-the-reference-process-and-information-skills?module_item_id=3995249

Appendix

Table 1: Seven Stages of Concern in the CBAM

Table 2: Eight Levels of Use in the CBAM

(Loucks-Horsley, 1996)

 

 

 

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February 22, 2022 ·

LIBE 467 Theme 2 – Managing and Evaluating Reference Services

(Canadian Association for School Libraries, 2006)

The vision outlined in the above quote from Achieving Information Literacy is only one piece of the puzzle. It can only be realized if the teacher-librarian in charge of the resources is providing effective reference services. While reading about the role of a TL in this area, I began to get discouraged that the current reality of the position is impacting reference services. Indeed, this topic came up in my group’s discussion several times over the last three weeks. Lack of collaboration time, inflexible scheduling, staff shortages, and budget cuts are some of the concerns that were raised. So, how can TLs continue to provide reference services in the face of these challenges?

Riedling outlines three factors that contribute to providing effective reference services:

  1. knowledge of the library collection
  2. effective teaching and communication skills
  3. competence in selecting, acquiring, and evaluating resources to meet students’ needs

(Riedling, 2019)

Knowledge of the library collection includes knowledge of the digital resources in the reference collection. One of the things I feel would be essential to providing reference services to the school community would be to explicitly teach about these resources. My district provides a subscription to several online databases. As a TL, I can incorporate them into my lessons or support teachers in using them in their classrooms. This video outlines some of the benefits of using online databases and could be shown to students and teachers:

Promoting these databases will not only support students in developing their research skills, it will also demonstrate that the reference section is more than just books.

After reading Lesson 7: Evaluating Reference Services, I began thinking about how I could use effective teaching and communication skills to work around the fact that TL time in schools continues to diminish while the demands of their position continue to grow. Setting a goal of incorporating reference skills into every lesson means I will be able to address the information literacy needs of my school community while continuing to move towards the Library Learning Commons model that will allow school libraries to thrive going into the future. This blog post shares ideas for integrating information literacy:

I appreciate how the author used research models to emphasize each part of the reference process. Using the school library’s blog or website to provide information on these processes to students and teachers which could be accessed at any time could be another way of providing reference services with limited instructional time.

Finally, part of managing the reference collection is managing the library budget. The budgets for school libraries in my district are decided using a formula based on enrollment. The first step in managing a budget will be to familiarize myself with the procedures, timelines, and processes involved. As a new TL, I will need to speak to the principal or administrative assistant about the budget cycle.  Then, I will review the current budget to get an idea of how it has been managed in the past. Reference materials are an expensive part of the library collection, so a thorough understanding of the budget will be an essential part of selecting, acquiring, and evaluating resources to meet students’ needs.

Despite the many obstacles to TLs providing effective reference services to their learners, focusing on the parts of the role that are in my control will keep me from getting overwhelmed or discouraged. If “the major learning outcome for the school library program is to develop students who are information literate” (Canadian Association for School Libraries, 2006), then managing and evaluating reference services is an essential part of the job, regardless of time and budget.

Works Cited

Asselin, M., Branch, J. L., & Oberg, D. (Eds.). (2006). Achieving information literacy: Standards for school library programs in Canada. Canadian Association for School Libraries.

BC Teacher Librarians’ Association. (2017). From school library to learning commons: A pro-active model for educational change. (M. Ekdahl, & S. Zubke, Eds.). https://bctladotca.files.wordpress.com/2018/02/from-school-library-to-library-learning-commons.pdf

Paciotti, B. (2017, December 24). 5 essential literacies for students: Part 3 information literacy. Looking Backward: No Sweat Library Lessons & Management That Works. https://lookingbackward.edublogs.org/2017/12/24/literacies-info-lit/

Riedling A., & Houston, C. (2019). Reference skills for the school librarian: Tools and tips. Libraries Unlimited.

Yavapai College Library. (2011, September 29). What are databases and why you need them [Video]. YouTube. https://www.youtube.com/watch?v=Q2GMtIuaNzU

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February 12, 2022 ·

LIBE 477 Fostering a Reading Culture – Students Lead the Way

When we open the door of reading to children, we are giving them the key to knowledge, comfort, inspiration, and insight into the human experience. Leading Learning: Standards of Practice for School Library Learning Commons in Canada states that “the school library learning commons has a leading role in assisting learners to hone and apply an expanded notion of literacy as well as fostering an active reading culture” (Canadian Library Association, 2014). It’s continuum for Engaging Readers shows that this goes beyond encouraging students to read for pleasure. An SLLC of the future guides students to build their own community of readers.

Standards of Practice for School Library Learning Commons in Canada (Canadian Library Association, 2014)

This week, I wanted to explore ways to support student reading communities. I began reflecting on how students often find like-minded readers organically, thinking back to my students last year who were fixated on reading manga. Seeing them bring in their new manga to share with each other each week made me want to find ways to encourage these impromptu book clubs. I started looking in the public library and thrift stores for manga to add to our classroom library. I used quotes from manga for our weekly quote studies. I even began reading manga myself (not a genre I gravitate towards!) Although I tried to include student choice in my reading curriculum with independent novel studies and literature circles where students got to choose their book, nothing could match their passion for manga. I think there is something to be said for establishing that group of reading peers on your own, without the classroom teacher’s involvement.

Organic student book club in the wild!

I feel that the library is the perfect place to welcome these informal student-run book clubs. Providing a place for a group of students to meet once a week and talk about what they’re reading, like this school in Virginia, is a small initiative that could lead to great empowerment.

In order for students to form these reading communities, they need to be given time to read. As a classroom teacher, I am a firm believer of at least 15 minutes of uninterrupted reading time where everyone (myself included) reads a book of their choice every day. I understand that some teachers do not feel like there is enough time to do this or why they might start bending the rules and using the time to get students caught up on work, but I feel this time cannot be compromised. As a teacher-librarian, I would like to encourage classrooms to participate in daily reading by sharing the research that says that this practice improves reading comprehension more than any formal reading program. This blog post from Donalyn Miller, author of The Book Whisperer, collects much of that research in one place.

In addition to independent reading, Miller is also an advocate for giving students the skills or habits they need to become what she calls “wild readers” (avid, lifelong readers). This is what allows them to move beyond participating in reading that is organized by their teachers. These habits include:

  • Dedicating time to read
  • Successfully self-selecting reading material
  • Sharing books and reading with other readers
  • Having reading plans (what to read next)
  • Showing preferences for genres, authors, and topics

(Miller, 2014)

Many of these habits can be supported by giving/hearing book talks. In this video, Miller shares how creating a culture of book talks in the school can involve all students in the reading culture:

Now that I could rename this blog post “Love Letter to Donalyn Miller”, I would like to wrap it up by connecting my inquiry topic – collaborating with classroom teachers by incorporating student video production into my teaching – to the idea of fostering a reading culture. I think these topics could be connected beautifully by having students create book talk videos or book trailers to share with their peers. Older students could record themselves reading a book and sharing it with their younger buddy. Students could get together to create an animation showing parts of their favourite book. The possibilities are endless. I think integrating this multimedia experience could be a great tool to incite a reading cultural boom!

Works Cited

Canadian Library Association. (2014), Leading learning: Standards of practice for school library learning commons in Canada. Canadian Library Association. http://llsop.canadianschoollibraries.ca/wp-content/uploads/2016/09/llsop.pdf

Castellano, L. (2016, August 22). Back to (after)school: Rethinking a school book club. Yalsa Blog. http://yalsa.ala.org/blog/2016/08/22/rethinking-a-school-book-club/

Miller, D. (2014, March 26). Five teaching tips for helping students become “wild readers”. Education Week. https://www.edweek.org/teaching-learning/opinion-five-teaching-tips-for-helping-students-become-wild-readers/2014/03

Miller, D. (2015, February 8). I’ve got research. Yes, I do. I’ve got research. How about you? Donalyn Miller. https://bookwhisperer.com/2015/02/08/ive-got-research-yes-i-do-ive-got-research-how-about-you/

Scholastic. (2017, March 22). Episode 7: Creating a book-talking culture [Video]. YouTube. https://www.youtube.com/watch?v=J6nV-aJe5gY

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