Module 9: 


Summarizing and Discussing Phase 2 Topics and Interests

Image Citation

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. 

Image Citation 

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.  

          Image citation

• 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. 

        

Image citation

       

              

   Image citation

• 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

LIBE 477

Fostering a Love of Reading: Offering Choice and Building Community Ties Through Literacy and the Library

Click here for image citation 

Fostering a love of reading is one of our primary library goals. Creating and nurturing a true school reading culture involves many factors. While there are many programs, initiatives and philosophies that can be implemented, I strongly feel that allowing choice, and helping students discover books that they are excited about is one of the most important functions of a school library.

Without true engagement and choice, reading may not become a passion for our students. We tell them what to read, how to read and when to read so often throughout their school careers that encouraging a true love of reading should also be a goal. My roles as both a teacher librarian and a reading intervention teacher allow me to work with students in very different capacities, and it allows me to gage the differences around attitudes when we select reading materials for students, versus when students select their own.

“Reading should not be presented to a child as a chore, a duty. It should be offered as a gift”

-Kate DiCamillo

Click here for image citation

It is widely accepted that oral language is one of the biggest predictors for early success with reading. Phonemic and phonological awareness skills are also key indicators. Abilities with these skills plays an important factor in reading instruction and overall philosophies by classroom teachers regarding reading instruction. I see this daily in my school, and sometimes it overflows into the library. Sometimes classroom teachers, albeit with good intentions, try to control student selection of books during library book exchanges. The look of crushing defeat on a child's face when they are told "no" to a book because it's too hard for them is one that that we try to prevent (The one exception is if it's not appropriate for age because of content).

Our library operates with the philosophy of student choice for book selection. 

This is a topic that I have seen debated in multiples forums. One of the most important things that I aim to do in my school to foster a love of reading is enter into discussion around this topic with my co-workers. I talk daily about books with my students, and I have began to shift my focus to teachers. I know that there is ample research surrounding this topic but now I have specific articles and links to provide to teachers who would like to discuss this on a deeper level.
The following are some good resources about the importance of offering choice to students when selecting books:

Edutopia link 

Edutopia link 

Daily Literacy link

NCTE link

The National Library of New Zealand link

Things that have helped us along the way...

Click here for image citation

In addition to staff that encourages a love for reading, purchasing and possessing books that engage reader excitement is key. Our school library is currently in the middle of a transformation, largely due to the Indigo Love of Reading Foundation. We are fortunate enough to be an Indigo grant recipient school, who has benefited tremendously as a result. We have purchased enormous amounts of high interest books that motivate students to read every day. We can track the number of students who check out books and we have a student survey that lets us know how they feel about reading. The survey was implemented two years ago, and I highly recommend it.

Below is a video from the Indigo Love of Reading Foundation

Video

 I also recommend taking the time to look at the grant application process to see if it is a right choice for your school. Not only has it allowed us access to books and resources, but it has created connections with our host store staff, which is an added bonus for our school.
 I'm happy to share more information for anyone interested :)

Specific things that work for us in developing a positive school reading culture…

Click here for image citation

•        We have a dedicated number of volunteer readers who come to our school and read with students every Tuesday afternoon. Many volunteers are retired educators, or have similar community links. Teachers often recommend students who love reading but may need additional support accessing the text. Books are always high interest choices of the student. This is highly successful and very positive for students and our volunteers.  

•          We have buddy readers, where intermediate and primary classes work together in weekly reading opportunities.  The key is matching students according to personality, and interest of reading material.

•       We highlight books that students and teachers love on our #bookstagram board weekly

(Picture credits: A. Loudon)
                                                                                   

•      We partner with middle-high school students who come to our classrooms and read with our younger students. We started this a few years ago, inspired by the BCTLA DEAR campaign in October, and have had such success that we strive to do this throughout the year.

•        Whenever possible we bring the community into the school. Our local Cowichan Valley Capitals hockey team volunteers to read with our classes a few times throughout the year. Our students truly love selecting books to read with the hockey players.

•       Our school library has a close relationship with our public librarians. We have partnered for joint programs such as reading challenges and other fantastic programs that occur throughout the year. The public librarian visits our library on many occasions, and we have many classes that go on field trips to the public library.

• We feature an author of the month, where we host book talks, explore websites and activities relating to the author and his/her books, and we read, read, read! 

(Picture credit: A. Loudon)

Goals….

We focus on the community aspect to foster a love of reading whenever possible. Books for breakfast is one specific program what we would like to explore on a deeper level and implement on an ongoing basis.   There are many existing models that often focus on children ages 1-5 (The Greater Victoria area has many). We would like to adapt this and invite families in the morning to read with our students.

Click here for image citation

We have a new kitchen so we are looking at ways to incorporate that into the program. This is still in preliminary stages, with the goals as follows: 

ü   To enjoy reading

ü   To improve  literacy rates

ü    To create deeper community relationships

ü  To provide authentic opportunities for students to read with community members, families and other students/staff.

Click here for image citation

We already do some of the ideas listed below in the resource from "We Are Teachers," but I wanted to add it my goals section because it is important to have reminders, and adapt what we do to continue to foster a love of reading. I aim to do them all at some point. There are many great, and fun ideas for the whole school.

                                                    

Click here for link

One final video:  #24 from the above "We are Teachers" link.

I'm truly going to try and encourage my principal to try this :)

Bibliography Link