Curations of Learning Summary

Curation Of Learning

Retrieved from Google

Another school year is upon us, how quickly they come and go. As I sit here in my classroom and think about all the million of tasks I have before me and wonder how can I meet all my students needs. I am reminder that each year is a time for learning not only for my students but also for myself.

As I mentioned before I am a grade one classroom teacher, I am not yet an employed Teacher-Librarian as in my school district those jobs are far and few between.  The Calgary Board of Education, like many school districts, had funding cut many years ago and slowly the importance of libraries are becoming more prominent. Currently my school has a Library Assistant, to be an assistant only requires a 60hour course. So you can imagine how far behind my school is with the transition to a learning commons, and unfortunately my school is not the only one in my school district. I am coming close to an end of my journey on becoming an educated Teacher-Librarian and yet I still feel I have so much more to learn. So many burning questions I have while going down this road but the main question I always go back towards is,

What is a Learning Commons how it differs from a traditional library; how can a Teacher Librarian build literacy in all students?

I keep going back to these questions as I have volunteered to be apart of the library committee at my school, which consists of my principal and myself. I want to make sure my ‘expert’ knowledge on Learning Commons is correct and that I help with a smooth transition from a traditional library to a Learning Commons, being conscious and respectful of reluctant staff members. With my school being 80% English Language Learners and the importance of digital literacy how can I make sure that I can provide the right resources and support for my school community to build literate global citizens.

Module 2

What essential components, in your opinion must a teacher-librarian and school have to create and nurture a library learning commons?
How do you feel about the renaming of the school library to learning commons?

As a Teacher-Librarian or a member of a school community a specific quote comes to mind on how it takes a village to raise a child. Just as it takes a village to raise a child, it also takes a village to nurture a learning commons. One essential and main component I want to focus on in my opinion a teacher, teacher-librarian and school must have in common is cohesive collaboration. Hayes article Library to Learning Commons states how to “collaborate with teachers and administrators [creates] a recipe for success” this is a focal component transition from a library to a learning commons (2014). Teachers are resistant to change initially, in my experience, and when you build a positive relationship change is more of a possibility. I know that at my school when I started to weed the reference collection I provided guidelines and ask for volunteers to be apart of the process to help build the cohesive collaboration. Well there were a lot of upset teachers when over 300 books were taken from the shelf, books that had not been taken out in years or outdated information that I needed to maintain a positive relationship I offered them to bring these books into their own classroom libraries if they felt strongly about keeping certain books.

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What Truly defines a Learning Commons? Is it a physical place in a school, the school community members, or the opportunities that are available or the name itself? I feel this question is really up to interpretation from individuals. For myself I feel the name of a school library changing into a learning commons is a rebranding or marketing to get community members on board to a change from an deep-rooted perception and comfortability.

How can a Teacher Librarian help build literacy in all students? I am reminded that, “learning is ever-changing and demands new ways of educating” (2014, pg.4). We need to be more adaptable; we ask the same of our students so how can we expect as teachers we should not change our learning or teaching styles. When I look back at my essential question one way teacher-librarians can build literacy is through “teacher-librarians [they] can ensure that the school is purchasing resources that meet the needs of students without creating redundancies” (Hayes, 2014).

Module 3

He came down a couple of times later, disinterested and disengaged, choosing a few novels this time and then promptly returning them in a time span that indicated he had not read them. When asked: “have you given up graphic novels”, he said his teacher said no more graphic novels, he had to take out novels to better his reading...this is where the story pauses...

Reading should be viewed, expressed and experienced with admiration and curiosity of the world beyond them. When I was growing up as a child I hated reading; now hate is a very strong word but I would do anything possible to avoid reading at all costs. Now as an adult and educator I can look back and reflect on my own personal experience as to why I developed such distaste to reading. For one I was behind all my classmates when it came to reading, I could not find anything I enjoyed and reading was forced upon me.

When looking at a particular scenario of a student who initially was motivated to read through Graphic novels and then grew their interest in reading all while developing strong reading analysis skills to then be told they cannot take out Graphic novels anymore and losing personal interest in reading because of it; it is heartbreaking and happens all to often. There could be a variety of reasons why a classroom teacher would instruct one of their students to take out different types of books from the library to better their reading.

Employees or Teacher- Librarians more specifically who work in a library do so for various reasons: personal love of reading, promoting reading to others, along with educating and working beside students and teachers. As a librarian you will spend a lot of time talking with students and teachers matching them to adequate resources, for this to be possible a librarian needs to be familiar with a range of books (Parrott, 2017). Working together with classroom teachers is a vital role of a librarian to maintain a functioning library.

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There are so many complex layers to this scenario and the first thing I would do would conduct a student analysis on the entire class as to not single out the one student, becoming familiar with likes and dislikes of reading. Once this is completed I can then compile the data and approach the classroom teacher with my findings, focusing on the particular student who has lost interest in reading. It is important to remember we do not want to discourage children from reading, if this is done, as Gainman states, we will “wind up with a generation convinced that reading is uncool and worse, unpleasant” (2013). It is important to work with the classroom teacher, support their reasoning while encouraging the student to explore different mediums as well continuing a love for graphic novels. Coming up with a compromise with the classroom teacher to support their student taking out new books while promoting the student to continue to take out graphic novels will help to resume a love of reading.

Regarding by burning question As a Teacher- Librarian how could I build literacy in all students? I can start with this one student’s love for graphic novels and how it was crushed by the encouragement to explore new mediums. I could build a graphic novel study with classroom teachers or a marker space in the learning commons to build their own graphic novels and the importance all reading materials has on the development of children’s literacy. Conducting a Professional Development session for teachers to learn and understand about graphic novels.

Module 4

Unfortunately with the discrepancies in funding and PAC support, some schools have a high technology per student ratio and some have very little technology.

How can we incorporate multi-modal literacies in schools where there is little access to technology?

The term Multi-model can have different meanings in a variety of subtopics. If you break it down into details the meaning is: multiple forms of data. So when I put it into the contexts of multi-modal literacies you do not necessarily need access to digital technology for this to be the case. Within Serafini’s article Reading Workshop 2.0 Children’s Literature in the digital age talks about how the changes in the contemporary novel; “texts convey meaning through multiple systems of meaning, including visual images, typography, graphic design element and written texts (401).  So just because a school has limited access to technology you can use the print forms of technology to bring forth multi-model literacies within a school community. This I feel, print literacies, is very important for younger children to be exposed to and learn the basic foundation skills of reading, critical thinking and communication. Take a look at the You Tube clip to help with the understanding of multi-model texts.

                                                            Retrieved from YouTube

As a teacher you can incorporate picture books, graphic novels, movies, novels, games, music and art into the classroom to enhance and expose students to multi-model literacies. Having group discussions open collaboration working through project based learning or inquiry projects can develop further skills to be active members of society.

My current school is transition from a traditional library to a Learning Commons over the next five years. Within my school we do not have a lot of technology that is available to students compared to many other schools, especially high schools. Barton’s article goes into detail on how children are exposed to many different forms of milti-model texts, these forms help promote “individual[s] capacities to express themselves, solve problems and make decisions collaboratively.” (Barton, ii)

As a teacher it is my duty to expose students to different forms of literary texts—by doing so this will only help to build their literary skills. Through multi-model literacies students who do not have access to some forms of literacy will be taught how to navigate and interpret becoming critical thinkers and global citizens. The real question we need to ask ourselves is what really is multi-model literacies?

Module 6

Build your toolkit: This week’s prompt is to begin to collect (curate) effective online tools that you can use later for both your students and the teachers you will work with. Begin with the Mediasmarts site, there is a wealth of information here. And then explore out. They can be demos, games, presentations, youtube clips, websites, online commercials, media from this course, anything that inspires you in your teaching and learning of digital and media literacy. You can organize and present your collection in whatever way you wish.  Submit your curated toolkit with a short rationale or reflection on where your search took you and what it represents. 

Burning Question: What is a Learning Commons, how it differs from a traditional library; how can a Teacher Librarian build literacy in all students?

Digital literacy is becoming more and more prevalent over the last twenty years or so within the school system and society as a whole. What exactly is Digital Literacy?  Is it the ability to navigate within technology resources, or the ability to understand the content within the technology resources?  Digital literacy is an example of the shift between a traditional library full of books to a Learning commons, which provides multiple resources of print, and digital resources for example. According to Mediasmarts it is the ability to do both; “media literacy generally focuses on teaching youth to be critically engaged consumers of media, while digital literacy is more about enabling youth to participate in digital media in wise, safe and ethical ways.”  A guideline that will help Teacher Librarians, Teachers, students and the school community at large about Digital Literacy is to understand that first it is about create an understanding, use that knowledge and then access it through tools.

Retrieved from Mediasmarts

Digital Literacy can “range from basic access, awareness and training to inform citizens and build consumer and user confidence to highly sophisticated and more complex creative and critical literacies and outcomes” (Medismarts). As Educators we need to help our students follow the six digital standards: creativity and innovation; communication and collaboration; research and information fluency; critical thinking, problem solving and decision making; digital citizenship; and technology operations and concepts.

Not only do Teacher Librarians build literacy in students through print materials but also through digital formats. There is a large difference between Media and digital literacy. When I was younger Media Digital literacy were commercials on TV newsprint, and the radio. This was a format that large companies could inform you of their products or information to be shared. Digital Literacy has shifted drastically now from a one-sided platform to the ability to “share content with other people as easily as a producer or distributor shares it with you. Collaboration and dialogue are the norm, rather than solitary creation and broadcasting.” (Mediasmarts). 

Retrieved from Mediasmarts

There is a big flux between both Media and Digital literacy and the skills we need to teach our students as educators.  Everything is link to everything now within the 21^st century and it is very important we are teaching not only how to access information safely but also how to be a critical thinker and collaborate ideas.  Below I have provided an effective online tool kit of resources.

Toolkit

Going through the process myself as a non-native digital guru to build an online tool kit was an experience within its self. First of all I would strongly suggest other teachers to use the tool symbaloo as it is user friendly and available for teachers and students alike. This is a great source for teachers to provide digital material that is suitable for their students to access when doing research projects, inquiry, or any type of online resource. I found there was a lot of resource that were available for teachers regarding teaching digital literacy, and not as many for students to access or play around with.  I believe with further deeper exploration there could be more sources for students to explore. This experience relates back to my burning questions of how can a teacher librarian build literacy in all students? through digital platforms and how to be a digital citizen in a safe respectful manner through education. This also indicates how a Learning Commons is shifting away from a traditional library by expanding from print materials to add in digital platforms as well.

Module 7

What you think is important to sustaining collaboration and networking in the library?

What are the characteristics and roles of the teacher librarian as educational leader?

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The role or view of a librarian is slowly changing from what the older generation, my generation, can remember; Librarians were seen as an old man or woman with reading glasses, sensible clothing and ability to shhh students to be quiet at any moment. Now the evolution of Librarians has been quickly changing over the last twenty to thirty years. Especially now in the 21^st century, a Librarian is a teacher first then a librarian second, what that mean? Well it means that the Librarian is educated as a school-teacher along with a specialization degree or diploma as an information technologist. A librarian educates students, fellow colleagues, parents and the community at large. In Diggs article Teacher Librarians are education: thought from Valerie digs that librarians work along side students to encourage their creativity within the parameters of a lesson; collaboration and keeping staff informed of new resource and tools; guidance and education for parents regarding cyber safety and online databases for out of school research.

There are so many important skills a librarian needs to be successful at their job and advocate for their library and readers. There are so many more role to fill now as a Librarian then just a love of reading. For example how to use a library, how to find books, research skills, collaboration with teachers, digital citizenship, how to use technology responsibly, along with all the administration work that goes along with maintaining a library.  These are some of the  roles of a Teacher Librarian that Melanie Shelby goes into detail on her ted talk.

Retrieved from School Libraries: Forgotten Partners

These are some of the many different roles a Learning Commons Librarian has compared to a traditional librarian. Traditional librarian roles were to help find books, ordering new resources and updating the card catalogue. Now within the 21^st century as an educational leader, the most important characteristics a teacher librarian needs to embrace is change. To be an educational leader there is constant learning and growth and helping others further their growth as well.  Canters article School Libraries: The forgotten partners states, how the librarians availability to collaborate with general educators was a key factor to increase students achievement, that the library media programs have a positive effect on learning and cognition for students (15).

The library is typically positioned in the centre of a school; it is viewed as the beating heart of the school. It is a safe place where students, staff, school community can come and go to enhance their learning and understanding with the support of the Teacher Librarian.

How does all of this relate back to my burning questions? Simply it is outlining how the evolution of the traditional library or librarian has expanded in a multitude of roles. The Teacher Librarian is now viewed as an educational leader in many facets across the educational board. They must be knowledgeable in digital citizenship, research, collaboration with fellow colleagues, lesson planning, along with being up to date on tools and resources. To inspire creativity and the love of learning is a characteristic the teacher Librarian will that with prompting the school community grow and learn in a variety of different styles. This can be achieved through makerstations, group projects, inquiry or project based learning, or traditional lessons. A quote that stuck out to me was: the first step to break down barriers to create a foundation of mutual respect and understanding (Canter,18). This is the importance to sustain collaboration and networking within a school library.


What is a Learning Commons how it differs from a traditional library; how can a Teacher Librarian build literacy in all students?

Over the past thirteen weeks I have been examining my burning questions of What is a Learning Commons, How does it differ from a traditional library and how can a Teacher Librarian build literacy in all students. I wanted to focus on this as my current school is in the transition from a library to a learning commons and just recently posting for a teacher librarian. I want to apply for this position with as much knowledge and experience to help with my school communities’ transition. Ever little aspect of what happens in a Learning Commons is interconnected with each other and the school as a whole is ultimately what I took away from this Learning Curation experience. For the purpose of this summary I am going to summarize my ideal library and how I would change my current schools library.

The focus would be initially providing the school community, especially the staff, the guidance and information of what a Learning Commons is and how does it function.  By offering a professional development session for staff with a field trip to neighboring elementary schools that already have a Learning Commons along with the grand opening of the Calgary Central Library. 

Calgary Central Library

I really want to make the difference in my staffs opinion or mindset on a Learning Commons and how it can enhance their students learning. The mindset of Collaborating with classroom teachers and the Teacher Librarian can help with the push towards technology, research, group word skills and much more. With the transition to a Learning Commons and the change in mindset of the school community the experience and exposure to new skills will enhance students literacy skills both digitally and print.   

Retrieved from Google

Once the imagine of the Learning Commons is underway of evolving at my school, the physical appearance needs an uplift. By removing all the old tables and chairs and replacing them with furniture on wheels that can move easily will increase collaboration. Weeding the collection and purchasing lower profile shelves on wheels will help with opening up the space reshaping the environment. 

A Learning Commons is a shared space to enrich the knowledge and skills of individuals to become critical thinkers; allowing for collaboration, and creation the Learning Commons provides space, technology and support to learning. With the re-imaging of the school library into a Learning Commons, a Teacher Librarian has the ability to build, foster, nurture and encourage all forms of literacy development in an open accepting learning space.

Works Cited

Barton, Georgina & Trimble-Roles, Rebecca.  (2016). Supporting middle years students in creating multimodal texts with iPad apps.Literacy Learning: the Middle Years, 214(3) i-vii.

Canadian Library Association. (2014). Leading learning: Standards of practice for school library learning commons in Canada. (Links to an external site.)Links to an external site.Ottawa:ON (p.4-25)

Canter, L., Voytecki, K., Zambone, A., & Jones, J. (2011). School librarians: The forgotten partners. Teaching Exceptional Children, 43(3), 14-20. 

Diggs, V. (2011). Teacher librarians are education: Thoughts from valerie diggs. Teacher Librarian, 38(5), 56-58. Retrieved fromhttp://search.proquest.com.ezproxy.library.ubc.ca/docview/875201232

Flixeh Zine. “ We celebrate because the new Central Library of Calgary opens its doors.” Oneline video-clip. YouTube. YouTube 1, November 2016. Web. 6 November 2018. Retrieved from https://www.youtube.com/watch?v=BRPomyTKssI&t=102s

Gaiman, N. (2013, October 15). Why our future depends on libraries, reading an daydreaming. The Guardian. Retrieved from http://www.theguardian.com/books/2013/oct/15/neil-gaiman-future-libraries-reading-daydreaming?CMP=twt_gu (Links to an external site.)Links to an external site.

Hayes, T. (2014,) Library to learning commons. Retrieved from http://www.cea-ace.ca/education-canada/article/library-learning-commons

Martin, A. “Digital Literacy”. Symbaloo, Martin, A. Nov 5^th 2018, https://www.symbaloo.com/home/mix/13eP756MdQ

MediaSmarts. (n.d.). Digital & media literacy. Retrieved from http://mediasmarts.ca/digital-media-literacy 

“Multimodel texts.” YouTube, uploaded by Miss Alexis classroom, 13 October 2014, https://www.youtube.com/watch?v=se3G8LV40gg

Parrott, Kiera.  (August 28, 2017).  Thinking outside the bin: why labeling books by reading level disempowers young readers.  Retrieved from: https://www.slj.com/?detailStory=thinking-outside-the-bin-why-labeling-books-by-reading-level-disempowers-young-readers

TEDx Talks. “The Essential elements of digital literacies.” Online video-clip. YouTube.  YouTube, 22 March, 2012. Web. 5 November, 2018.

TedX Talk. “The evolution of a library.” Online video-clip. YouTube. YouTube,14 June 2016. Web. % November 2018. Retrieved from

https://www.youtube.com/watch?v=omsggt8M8Us

“Teacher Librarians and Classroom Teachers: Collaborative Partners.” YouTube, uploaded by Sue Heraper, 5 March 2015, https://www.youtube.com/watch?v=EyYKkh0n7Vg

Serafini, F., & Youngs, S. (2013). Reading workshop 2.0: Children' literature in the digital age. The Reading Teacher, 66(5), 401-404.