Module 9: 


Summarizing and Discussing Phase 2 Topics and Interests

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This week’s post is a reflection of the key learnings and thoughts from the inquiry phase of our course, LIBE 477, which focused on developing and promoting reading cultures, professional development, personal learning networks, and how libraries in developing nations are supported by various organizations and technologies. While each week's inquiry was centred around a different and distinct topic for research and reflection, common themes appeared while new learning and ideas emerged. Reading blogs from classmates was an excellent source of information and new learnings. It's fascinating to see how ideas around the same inquiry topic can yield such different research avenues, resources and perspectives. I found this process very valuable. 

 What am I going to take with me? From what I’ve found and what I’ve learned from others

It’s amazing how one week of inquiry can change my perspectives and add to my learning. Our last topic was not initially what I thought I’d focus on as a major takeaway, but it really opened up my eyes to how critical libraries are in terms of people around the world being able to access information. I’d previously realized the importance that libraries play in developing literacy for students, and in education in general, but I had not really given thought to how it bridges social and economic gaps, and that limited access to libraries can mean a 

social disadvantage for a segment of the population. I guess in general terms, I was looking at it through a very personal and narrow lens, and have now been able to expand my thinking. Specific quotes such as how libraries "can be the difference between users simply accessing information or being able to use it" have resonated with me. (Heath, 2019) Another quote from classmate Kristi Nichol's post, a “lack of internet has come to mean lack of opportunity" has also stuck with me throughout the week.  There were many good blog posts about the importance of libraries and mobile devices that really show the importance that both play in society-across many social, economic and educational classes. The close link that exists between libraries and literacy around the world is important and one that I hadn’t considered as much before last week's research. 

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Other Key Takeaways:

• Promoting a positive reading culture and fostering a love of reading has been a primary goal and is an area of particular interest for me. I often try to find new and engaging ways to draw more students into the library to explore books, and I emphasize that reading can and should be fun. I thoroughly enjoyed researching and reading about all of the ways we can foster a love of reading. There are many great ideas that I can now add and incorporate into my existing practice. Additionally, I noted that many classmates added Dr. Stephen Krashen's ideas and videos about the importance of reading for pleasure and the role libraries play in this. I've bookmarked the video by Dr.Krashen that Lara Walters added, so that I can reference it later.  

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• While I feel that I've always been fairly dedicated to professional development, and have tried to vary my learning opportunities, I was grateful that the inquiry focus on professional development prompted me to dig even deeper. As a result I've now established connections with amazing teachers throughout the province who are eager and willing to mentor and share learning around ADST, which is a topic that I need more exposure to and experience with. One of the key points for me is the importance of finding and maintaining a passion to explore a new topic through hands on learning experiences. Another was balance. I want to continue learning about new, engaging technologies and lessons but after this learning phase, I've realized the value of learning one thing well as opposed to taking on too much at once. 

• Establishing better Personal Learning Networks (PLNs) was good for me to investigate further. I knew this was important, but I'd admittedly sometimes put it on the back-burner. After researching and reading blogs from classmates, I know I need to make sure I continue to prioritize this. Stepping out of my comfort zones and engaging more through social media is a personal goal, as well as speaking more and sharing with district learning groups. As Kelli McLeod suggested a “digital teaching friend” is a great place to start. Maintaining my commitment to my PLN will be a focus and this means not putting off a meeting, and recognizing the value it can have for my teaching practice and working relationships. Sharing personally with other TLs and mentors is one of my best motivators, and it helps me stay grounded and focus my learning. I've learned to value this even more.

• I borrowed the Teacher Librarian: Your Inquiry Superhero from Jennifer Losell, as it's an amazing reminder. #InquiryMindset is a hashtag that I am exploring on a deeper level with a colleague, and I printed this as a visual motivator. I connect it with #GrowthMindset, which this course is teaching me a lot about. 

        

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• Developing reading skills on e-readers versus traditional print is another topic I've been thinking about since last week. Our classmate, Christopher Lister, brought this question to my attention and it has led me to do some further research on the topic. I am thinking of it in terms of my role as a TL around digital literacies, as well as my role as a reading teacher. I now feel compelled to explore more and am excited to explore this topic further.

A Little Bit More Sharing... 

Even though the debate about using mobile devices was not a direct inquiry assignment, I came across research surrounding this topic and found it quite relevant. It's a hot topic right now as debates are swirling and mobile device bans are happening.

A study (2017) from Edutopia that intrigued me, outlines the negative impact of mobile devices in classrooms, primarily citing that the mere presence of such devices is a powerful distraction. Reasoning from this study states that devices are occupying students' mental space and triggering a neuro-system called "automatic attention," which unconsciously monitors the environment for signs of critical importance. It suggests that this is happening even when devices are not physically in the hands of students. This is an interesting idea, and certainly an argument worth investigating for those interested in the debate. The video below explains this idea further. 

Additionally, articles "Banning Mobile Phones in Schools: Beneficial or Risky? Here's What the Evidence Says,"  and "Cell Phones in the Classroom: Learning Tool or Distraction," explain why a state in Australia and the Ontario Ministry of Education have effectively banned mobile devices in classrooms.

Both articles list plausible reasons for and against the use of devices. They also indicate that more countries and states may be following suit. In both articles devices were permitted according to school discretion, if for example they were used for "educational purposes, medical reasons, or as a support for a student with special needs." 

Furthermore, both show that with proper management devices can be excellent tools for learning. A curious debate that I will continue to follow, especially as I encourage the use of more digital technologies.

Concerns With Devices	Positive Contributions of Devices
Cyberbullying Student distraction Student struggles with disobedience due to misuse of devices Cheating Disconnection from face-face connections	Using educational learning apps  Incorporating digital platforms into lessons Supplementing lessons with digital materials Providing easy access to more information

 Bibliography Link

Module 8- Developing World Libraries/Mobile Devices

Supporting Education and Libraries in the Developing World: How Mobile Devices Help

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This week's post focuses on library programs and projects that are happening in developing nations and how mobile devices can assist.


Libraries are fundamental components of society. In an article from the Guardian (2013) Stuart Hamilton goes so far as to say that libraries "can be the difference between users simply accessing information, or being able to use it." He then goes on to state that public libraries, when adequately supported, provide proper access to information that can improve the economic and social wellbeing of its citizens. Similar sentiments are echoed by Nicola Heath (2019) as she explains how libraries play a critical role in eradicating digital exclusion, which is a social disadvantage linked to poverty. Providing better books and resources, including access to digital materials is necessary for libraries around the world. How though, does this look for a developing nation? What resources are available? How accessible are resources and infrastructure?


Let's start with the IFLA...

“The International Federation of Library Associations and Institutions (IFLA) is the global voice of the library and information profession.” This is a powerful resource that not only highlights the importance of libraries around the globe, it also links librarians together to share ideas and promote literacy worldwide. The website and twitter page offers everything from global vision statements to advocacy statements to media and digital literacy resources. It is representative of many nations.

Click here to read about the International Advocacy Programme, which outlines 14 projects in Africa, Americas, Asia, and Europe.

Shipping Books

There exist many programs for donating and supporting libraries in developing nations. The UNESCO Institute for Lifelong Learning lists a comprehensive list of Donation Agencies that can be found here. 

The traditional method has been shipping books to countries in need. 

While it is important to donate books to developing nations, it is also important to do so respectfully. When I first started my library position it was in a library that required a massive weeding. The suggested solution was to box the weeded books to donate to Africa. We quickly noted, however, that many of the books were extremely outdated or in poor quality. If they were no longer acceptable for our library they were not acceptable for shipment either. We chose to recycle as opposed to shipping. 

The American Library Association(ALA) has a thorough list of organizations that ships books to developing countries, and presents the following considerations:

“Be aware however, that most organizations only accept new books or books in good condition-these are not places to "book dump" unwanted literature. Books that are outdated, damaged, and worthless are going to be just as useless abroad. Make sure that the information is going to be useful to the schools or people receiving them and that the information is in a language that they can read and understand. Finally, the materials must be culturally appropriate for the audience that is going to receive them.”

This is an important point to consider and indicates that this has been an ongoing issue.

Books in the Digital Age

In today’s expanding digital age, it is also important to ensure that digital books and materials are made available as much as possible.  Ebooks are becoming more accessible, and while the IFLA outlines the difficulty associated with e-lending and digital content, it also shows points of advocacy and intention of support. 

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How are libraries supported in Developing Nations?

One specific project I found is called "Book Havens for Ethiopia," which ran in 2018. It was a collaboration between Book Aid International and CODE to create places for children to read in five community libraries in impoverished areas of Ethiopia. Specifically, the project aimed to transform physical spaces, train staff and supply printed books as well as tablets loaded with local reading material. Similar projects were also piloted in Kenya and Nairobi. Reports indicate that the project resulted in:

• Libraries engaging more children in reading
• An increase in child visits to libraries
• Local schools making more use of the library 

Fore more information about the project click here.

Book Aid has a fantastic website and twitter feed offering information about multiple projects in many developing countries.


Other Projects

CODE (Canadian Organization for Development of Education)

CODE is a Canadian Non profit organization that works with the goal of expanding literacy in countries in Africa. They partner with authors, illustrators and editors who volunteer to run workshops and mentor local authors and artists to publish books in local languages. Their web site states that they are currently working with over 20 languages. High interest, culturally relevant topics that reflect local life are published. They anticipate that 750,000 books will be delivered by 2022, affecting 1,000,000 students. In addition to sending and supporting the publishing of high quality books, CODE also works to train teachers in literacy. Here is an official statement from CODE:

"We effect change by working in partnership with locally-based organizations who ensure the sustainability of programs and who provide a local voice and local expertise. We facilitate community participation, including stakeholders such as Ministries of Education, parent teacher associations and girls’ clubs, and academic partnerships. CODE collaborates with partners to develop locally appropriate solutions and then works with governments and institutional funders to scale-up change to a national level."

 

Library For All

Another example is Library for All. This is a foundation dedicated to delivering e-books to children in developing nations at a much lower cost than traditional books. It is able to do so even in low bandwidth environments, and with inconsistent internet access. The company strives to publish books that are of high quality, and are relevant and representative of local areas, which can then best meet the literacy needs and interests of children and teachers. They describe themselves as Digital Publishers, Technology Innovators and Economic Empowerers. Here is an official statement from Library for All:

"We’ve developed and launched a globally available free digital library to provide books to communities where history, poverty or remoteness are everyday barriers to accessing knowledge.Our library serves a unique, curated collection of engaging content created by our international publishing team. We work tirelessly to publish children’s books that are high quality, age appropriate and culturally relevant for the communities that we serve. It’s critically important that children have access to books with stories, settings and characters they can relate to. After all, you cannot be what you cannot see."

Books for Africa 

Another organization is Books For Africa, which according to its website, is one of the largest international book donation programs in the world. They collect, sort, and ship books with the goal of providing good quality reading materials. They also have special initiatives that target special needs such as law, agriculture, languages and a girl empowerment collection. 

Given the need for high quality reading material, and the growing importance of digital technology, how will mobile reading devices play a key role in libraries?

UNESCO provides some compelling points in the image below for using devices in education, particularly in the developing world.

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These are good statistics, with good suggestions for further support. There are however, other considerations as discussed by Daphne Northrop in the article "Mobile Learning in Low Resource Countries." She states that mobile device use alone cannot advance literacy and learning, because simply providing tools isn't enough. The needs of learners needs to be identified with strategies for optimal use. There are cultural, gender, language, content, national policies, affordability, and infrastructure issues to consider. The good news is that these important considerations are being discussed and strategies to overcome obstacles are being considered.

I include a quote from Daphne Northrop:

Thirty years ago, in 1989, “futurist” educators wrote on a then-esoteric question: What impact will the introduction of instructional technologies—still far off in the future—make on education? Their conclusion was prescient: “Advances occur only insofar as they are accepted, understood, and used by teachers.” That truth is at the heart of all subsequent findings about the use of technology in schools. Technology isn’t a substitute for teaching, and it isn’t an asset in itself. It is instead a supplement and complement to what educators worldwide know works: a holistic approach to teaching and learning that positions teachers to engage with the right tool at the right time with the student who needs it. With that, mobile learning can succeed anywhere. (2019)

Final Thoughts

UNESCO and "The Mobile Learning in Low Resources Countries" document show that developing nations are in dire need of high quality, relevant reading material. E-readers and E-books on mobile devices is an efficient and more cost effective way to support the development and sustainability of libraries in developing countries. While there are issues with infrastructure and the ability to use adequate technology in rural and underdeveloped regions, it is clear that many organizations exist to support the growth of literacy and education in developing nations. It is also clear the organizations are making great efforts to partner with local groups to create and supply high quality reading material that reflects local issues, language, culture and voice. It's inspiring to read and learn about. 

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