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

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Module 7: Supporting Teachers' ICT Curriculum and Pedagogy:On-going Professional Development 

Supporting Teachers with ICT Skills: Overcoming Barriers and Showing Enthusiasm 

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Last week I explored ways to  develop personal learning networks and ProD around ICT skills. This week's post will focus more on supporting my colleagues in this area.

Teachers may welcome the new learning opportunities and natural exploration that accompanies many ICT skills, or they may become apprehensive and wary. Are teachers able to continuously learn the necessary and evolving ICT skills? Are teachers able to access appropriate technology? It can be overwhelming for a teacher who is not technologically inclined. How can teacher librarians effectively share what they know with co-workers and best support the diverse needs of their school?

First, I’d like to address the potential constraints and barriers that may impact the process of effective ICT and professional development within the school community, as this can greatly impact attitudes as well as supports.

Lawrence and Tar (2018) suggest that there are two levels of barriers that can affect teachers’ implementation of ICT in teaching:

1.     Individual /teacher-level barriers ( lack of time, confidence, and/or resistance to change)

2.     Institutional/school-level barriers ( lack of training for technical issues and/or lack of access to resources)

What If?
In this video Kerry Gallagher asks the question "What if" and discusses some of the scepticism that may exist around technology. She reminds us that we are all learners, regardless of whether we are students, teachers or parents. She asks us to think of what we’d like to learn, and how technology can help. This is a good starting point when working with co-workers who may be reluctant. It's empowering, positive and makes things seem achievable. I will be borrowing this idea and asking my colleagues "What If"?

It's important to acknowledge perspectives and mindsets of our learners. With this in mind, the following are suggestions from “The Conversation: Ten Reasons Teachers Can Struggle to Use Technology in The Classroom” for helping reluctant colleagues:

•        Professional development
•        Approaching Professional development differently while accounting for different perspectives and abilities
•       Creating a common vision with all applicable stakeholders

These points are all key considerations when thinking of how to best meet the ICT needs of a school community. ICT is so varied, and can suit many staff members differently. In my school, we are actively getting to know our colleagues better to offer tools and ideas that will work well with different teaching styles and personalities. Simple conversations and surveys are ways we are looking at accomplishing this.

Jennifer Gonzalez also highlights points to consider when preparing to support teachers with ICT tools and skills. She discusses the importance of providing hands-on professional development opportunities. Technology can be overwhelming, and not a preferred method for some, so we need to make sure we give reluctant participants authentic and differentiated experiences to explore technology tools. Not only will it increase the chance that it may be implemented after training, but it may also increase the mastery, or confidence.

Her website includes a digital teacher’s guide:

Remembering that we are all learners together is important. The way that learning and professional development are offered and experienced impacts our attitudes and likelihood of implementing the learning. If we want to adequately support colleagues with ICT skills, we have to think of the best way to teach and showcase these skills. 

Here is a visual reminder about professional development:

Visit this website for more ideas about planning ProD for others

Other ways to support staff…

Share meals and enthusiasm:
As teacher librarians, we need to lead by example and model the use of ICT skills whenever possible. We also have to show our excitement and enthusiasm, because it's often contagious. If we're able to show how ICT can be used in different subjects and contexts it becomes more inviting and seems more possible. I've just started inviting teachers to eat with me over lunch and brainstorm ideas. Last week this led to a teacher who was looking for communication strategies to try a new app that she was previously unaware of.  Simply sharing a meal, and some enthusiasm led to a new exciting teaching possible.  

Local Library Association:DRC
Last week I shared a pamphlet made by my local teacher librarian association. This was meant to show how we network together, but it also serves as an example of how we support our staff and learning community. It was created to show how our library/learning commons has evolved and can meet varying needs in our school. Advocating in such a way, as a united teacher librarian local, is an impactful way to share tools and strategies with our school colleagues.

Teaching staff how to access resources from our DRC (district resource centre) is one way I help my co-workers with resources and ICT skills. While it is online I also offer to meet coworkers at the DRC to co-plan lessons and projects. I’ve found this quite useful on occasion. 

(Picture credit: A.Loudon)

Speaking at staff meetings: This is important, and it’s a quick and easy way to showcase new ideas and tools. Each month prepare to share a short, but engaging lesson idea, tool or strategy, with a relevant example if possible. This is how I introduced Rigamajig to my staff, and it was a success. Teachers were able to see tangible project ideas, and it motivated some teachers to start immediately.

Find a friend: Find a willing colleague to work with, and show others what you’ve done. Excitement will spread. I often pitch an idea to a colleague I feel will be willing to try something new, and then we share our outcomes together. The Not-A-Box project spread like wildfire this way!

Book/tool talks for teachers: Share resources and offer to co-teach or co-plan for use of new tools and strategies. This is a book that I will be using for a book talk with interested teachers.

This is a fantastic resource. Also check out #InnovatorsMindset  @gcouros

 Share what you know in many formats and ways!

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This is a website by Kasey Bell, who specializes in mixing instructional strategies with technology. https://shakeuplearning.com/blog/50-educators-you-should-follow-pinterest/

Share exciting lessons and learning on social media: I share on my school twitter account and then show my posts to staff. Even those who aren't on twitter find it exciting to see school learning being showcased. It also creates a "what if" I could do this reaction.

Share exciting ProD that you experience:

(Picture Credit: A.Loudon)

Everything that I've been researching and reflecting upon in regards to sharing ICT, points to it being hands-on and meaningful! Thinking of the audience is key. We have a great search tool for staff at our school to use for searching books-now we're moving to searching for ICT skills. It's a very exciting process, especially when different perspectives, interests, and mindsets are considered.

                               

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