The Foundation of Reference Services: My Journey in Learning

The past four weeks of this course have been a learning journey for me.  I started this course thinking about the reference materials which I remembered as a student which consisted mostly of just rows and rows of encyclopedias.   I don’t even remember a class as a student learning about reference materials or even the purpose of reference materials. I just remember when a research project was assigned the first thing every student in my class would do is go to the library and fight over a certain letter from the encyclopedias.

However, this course is happening at exactly the right time for me in my learning journey as well as my new role in the Library Learning Commons.  After the Winter Break, many of our classrooms have begun the non-fiction information writing, in Lucy Calkins Writer’s Workshop. Through these various units, students are asked to look at various non-fiction mentor texts.  These mentor texts are used to help develop the students as writers so they can then transfer it into their own writing. Also during their Reader’s Workshop time they are needing quality non-fiction resources to help understand text features. Since students and staff are looking for these resources and services this course could not have come at a better time to review reference materials and services.

Alberta Learning. (2004). Focus on Inquiry: a teacher's guide to implementing inquiry-based learning [Ebook]. Edmonton. Retrieved from https://open.alberta.ca/dataset/032c67af-325c-4039-a0f3-100f44306910/resource/b7585634-fabe-4488-a836-af22f1cbab2a/download/29065832004focusoninquiry.pdf

Since I became a teacher in Alberta, I have really only ever been exposed to one inquiry model.  This inquiry model has been in place since 2004. Although very popular when it was first released, I have seen the use of it decline over the years in classrooms and schools.  After reading Chapter 1, I became very interested in the variety of models available, of particular interest to me was the Points of Inquiry model shared in the course. As an educator, I specifically like the detailed benchmarks which were also attached.  It seems very user friendly and makes sense to elementary aged children.

The Points of Inquiry. (2011). Retrieved from https://bctla.ca/resources/point-of-inquiry/

This is my first year being a teacher librarian in the Library Learning Commons. I have been working hard to share the reference services available and the role I can play.  As my district does not have teacher librarians, the reference resources in a Library Learning Commons were chosen by library technicians often without consultations from administration or classroom teachers.  Additionally, library technicians are not required to provide reference services so this has been a shift in thinking within my school. As I become more familiar with my role and my colleagues continue to see the services I can provide, I hope they will access me more regularly for reference services.  As Riedling, Shake and Houston (2003) suggest “what the school librarian does with regard to reference services is fundamentally to assist students in finding the answers to questions and helping them become independent users of information and ideas” (p. 4).  I have been beginning to teach lessons on showing students where to locate our district's online databases through our Learn Alberta site and using the Online Reference Centre. I have also shown the students how to access and use our Online Public Access Catalog.   In conjunction with these lessons, we have begun to focus more on copyright, citations and plagiarism. As a young student, I don’t even really remember conversations about copyright, citations or plagiarism. I remember something about ensuring we don’t copy word for word but that was about it. Now with the access to information and the simple ability to copy and paste or hold to save to camera roll, this is more important than ever. Recently, I just showed this quick little video to grade three students, although it is an ad for EasyBib, it set the stage to have a conversation with the students about citing their work.  

From the journey I have taken so far in these past four weeks, some challenges have arisen in providing reference resources to an audience of elementary students.  The evaluation and selection of materials has to meet the diverse needs of the students in elementary school. Division One students (Gr. 1-3) do not have the capability to read large amounts of text and Division Two students (Gr. 4-5) range greatly in their reading abilities so it is important to select appropriate materials considering the complexity of the text and their ability to read it on their own.  Also when looking at online versions of reference materials does it offer the feature of reading to the student so that “the school library provides access to information in all formats, at all levels, and to all members of the learning community” (Asselin, Branch, & Oberg, 2003, p.24).

One of my major takeaways from this theme is looking at the successful reference services teacher librarians can provide and the importance of ensuring the collection meets the needs of our students.  According to Achieving Information Literacy (2003), "for both primary and high school grades, the ratio of fiction to nonfiction including reference should range from 15-30% fiction and 70-85% nonfiction/reference" (p. 28).  After reading this, I decided to pull our Titlewave analysis from January 2018. Our stats show that we really need to work on our non-fiction section. I am looking forward to sharing the Achieving Information Literacy information with my administration in conjunction with our Titlewave analysis to develop a plan of action to address our non-ficiton collection.

In just a few short weeks in this course I have  explored many different avenues of reference sources and services.  I look forward to what the remainder of this course will explore.

References

Alberta Learning. (2004). Focus on Inquiry: a teacher's guide to implementing inquiry-based learning [Ebook]. Edmonton. Retrieved from https://open.alberta.ca/dataset/032c67af-325c-4039-a0f3-100f44306910/resource/b7585634-fabe-4488-a836-af22f1cbab2a/download/29065832004focusoninquiry.pdf

Asselin, M., Branch, J. L., & Oberg, D. (2003).  Achieving information literacy: standards for school standards for school library programs in Canada.  Ottawa: Canadian School Library Association: Association for Teacher-Librarianship in Canada. 

Citation for Beginners. (2014). Retrieved from https://www.youtube.com/watch?time_continue=3&v=CDGdqoCyAtw

Riedling, A., Shake, L., & Houston, C. (2013). Reference skills for the school librarian(3rd ed.). Santa Barbara, California: Linworth, an imprint of ABC-CLIO, LLC.

The Points of Inquiry. (2011). Retrieved from https://bctla.ca/resources/point-of-inquiry/

Our Future is in Motion

It is hard to believe we have reached this point where it is time to share our Final Vision Project. In the early stages of the process of considering what my final artifact might be, I wanted to create a non-stop shop for all stakeholders.  The initial ideas were creating a Symbaloo, a shared google drive or even a website.  This non-stop shop would address a list of goals such as building a reading culture, increase family involvement, increase collaboration, build relationships, stem & makerspaces, increase circulation, and promote literacy.  After further research and discussion with a few stakeholders, I settled on the idea of a website.

Upon deciding to create a website, there were many other factors that came into play.  Who would use this website? What would be included? What website platform would be used?  I had to do some investigation and research to answer these questions. The website platform I chose to use is Google Sites.  This choice was made for a number of reasons. I recently became Google Educator Level 1 certified and this has been a focus in our school and district.  I felt if I am going to support students in our school community in the use of G Suite for Education, I should be able to model the various apps. I also chose Google Sites as it allowed me to easily integrate slides, sheets and forms into the webpage as well.

I did decide to go with 3 main pages.  One 'For Students', one 'For Teachers' and one 'For Parents' in addition to the home page and a policy and procedures page.  The 'For Teachers' page has a few additional subpages addressing STEM & Makerspace as well as the recent Book Club/Series collection we have acquired in our school.  The policy and procedures page is truly a working document as there were no policies or procedures in our Library Learning Commons before my arrival. This section will continue to evolve as our Library Learning Commons Leadership Team addresses policy and procedures as a group.  Our Library Learning Commons Leadership Team has a Padlet which we are using to help focus our meetings and begin to address some key areas of the Library Learning Commons. As the team addresses these important areas, I will be adding them to the website. Some of these areas include a mission statement, collection development, and other library rules and regulations.

My home page is a place for all stakeholders. They can easily access Destiny for searching, make book recommendations as well as see upcoming events in the Library Learning Commons.

For the Students page, there is information on how to log into Destiny as well as helpful links which have been used in the classroom.  Please note that some links may not open for you as they require specific passwords which have only been shared with particular groups within our school community.

The For Teachers page has information on services which I can provide in the Library Learning Commons and gives them suggestions on areas in which I may be able to help.  For instance curating text sets or providing mini lessons on information literacy.

For our Parents page, we have a few useful links as well as articles which I have found that are currently relevant to reading.  My hope is that I will be able to constantly update this page with current articles and information.

Although I have big ideas for this website, and I know it is not completely done, I hope for it to be a starting point to begin discussions in my building on a variety of areas.  I knew starting this project that creating a final project which addressed all of these goals was pretty lofty.  The website I have created might not fully address all of these immediately, but it is a starting point and will continue to evolve as our learning commons grows and evolves.

Please click on the following link and enjoy looking at the new Wye Library Learning Commons website.
Feel free to provide ideas and suggestions.

Wye Elementary Library Learning Commons

Library Learning Commons Website

This week has required a lot of discussion with my administration regarding my final vision project.  I was also thankful for the Google hangout on Tuesday to continue to formulate the audience and rationale.

As a school district we already have a school web page.  On this school web page, each teacher has a section called an e-teacher page.  This is a spot where teachers communicate with parents, share events, etc. From last week’s post, I have been playing with the idea of creating a web page for the Library Learning Commons.  Since we already have an e-teacher section on the school website, I thought about possibly using this instead of creating an entirely new webpage. However, after speaking with teachers and administration this may not be the best approach since it does not allow all the functions I would like to include on the website as I continue to expand the Library Learning Commons site.  So instead, we have decided that we will put the link on the e-teacher page as well as on the school website to connect the audience to the resource I create.

The website idea came about because the Teacher Librarian position is new at my school.  The students, teachers and parents are excited as to the potential of having a Teacher Librarian but they do not know all the supports I can actually provide.  My hope is a library website will be a new and positive avenue to help clarify the services and opportunities that a Library Learning Commons and Teacher Librarian can provide.  In addition, I hope this website will be a form of promotion of the fantastic resources and materials available in our Library Learning Commons. We have already made several changes to our Library Learning Commons this year and we know  communication is essential more than ever at this time to support this new direction. As I am thinking of what this website will look like I have to remind myself it is a working document and it will always be undergoing continuous change and revisions based on the feedback I receive from all stakeholders.

My final vision for this project is a website with three different pages. One page for students, one page for teachers and even possibly one page for parents.  Since a Learning Commons website is completely new in my district, I feel the possibilities are actually endless. I am feeling very overwhelmed as I want it to look very polished but I have to remind myself it is just in the infant stages.  As we evolve as a district in this area I look forward to receiving feedback from my colleagues as to how my web page can improve. Below are my beginning brainstorming ideas using Popplet about what each page may contain. If you have any additional thoughts or suggestions, please share in the comment section.

Ideas! Ideas! Ideas!

When this course first started back in September and I took a look at the Vision of the Future project, I truly didn’t have many ideas.  I was just starting out in my new position as a teacher librarian and really didn’t know what I was in for entirely.

Now, two months of school have passed.  The ideas on how I would love to move our Library Learning Commons forward have grown exponentially.  This has happened from the numerous blog posts I have read in this course over the past few months. The ideas have also continued to grow because I have increased the number of individuals in my professional learning network who are teacher librarians and media specialists.  Additionally, the ideas have also continued to come based on conversations with my colleagues, administration and parents as they are sharing some of their thoughts and ideas with me. I am excited about the enthusiasm that has been shared with me from my colleagues, administration and parents as this has helped create a positive atmosphere in the school about the Library Learning Commons.

However, with all the ideas which have come forward I am also feeling the pressure of the ever growing to-do list.  I want to continue to move our Library Learning Commons forward using the Leading Learning - Standards of Practice for School Library Learning Commons in Canada but this then makes an endless list of to-do tasks.  The ideas shared in the blog posts from this course on creating a culture of literacy provided an endless amount of opportunities which are far too many to try in one year.  The ideas shared even in my own school community have created so much potential but a to-do list which couldn’t even be completed if I worked 18 hours a day.  

My hope in my final vision project is to start to compile some of the ideas which have come forward and create a one-stop shop for a variety of stakeholders.  My initial thoughts include creating a Symbaloo, a shared Google drive or even a website. My vision for this final project is creating something that is continually evolving to meet the needs of my school community and something that is easily updated, adapted and changed if necessary.  

I would like my Final Vision Project to somehow address the following goals if possible:

I am excited about where this Final Vision Project may lead and the opportunities it will possibly provide. 

Leading Learning – Standards of Practice for School Library Learning Commons in Canada. (2018). Retrieved from http://llsop.canadianschoollibraries.ca/

Learning Journey

This phase of blog posts provided ample opportunity for research and reflection.  I found I was very comfortable writing about creating a culture of literacy and professional learning communities. These two topics are passions of mine and I enjoy researching and learning more about them both. Creating a culture of literacy posts were the most relevant posts for my current situation as this is an area my school is currently putting a lot of attention towards this school year.  I enjoyed reading how other schools and libraries are promoting literacy. Through my own exploration and the explorations of others in the class, I continued to learn more about the role of a Teacher Librarian. The role of a Teacher Librarian is multifaceted. Teacher Librarians might be called on to do a variety of roles in our schools. We also have to be flexible in our own learning to accommodate the educators and students in our buildings.  With these multifaceted roles it also became clear from the variety of posts the role of the Teacher Librarian continues to evolve. It will continue to evolve as we experience curriculum changes and budget constraints. Our students and colleagues come to school with a variety of different skills and we must adjust to meet their demands.

The specific module which resonated with me that requires some additional professional knowledge is the subject of World Libraries.  This is an area I had never explored until Module 8. I found reading some of my peers’ posts very interesting and educational. It was interesting to view how my colleagues support different literacy organizations based on their school, church and community involvements.  I feel this is an area in which I have to explore further and continue to educate myself about. The other aspect in Module 8 regarding the use of mobile devices is something which also has never been a concern in my current educational setting. I am very fortunate to work and live in a very affluent area where the lack of access to devices or internet has never been a concern for our school or students.  The concerns in my school are about using devices effectively to maximize student learning. My school is 1:1 at all grade levels and is well supported by infrastructure.

My top 3 takeaways are:

READ, READ, READ
To foster a reading culture in schools, you need to be a reader as well.  This includes reading picture books, non-fiction, novels and professional books around literacy.  If you know books, authors and the research, you will be better equipped to have conversations with everyone in your building - staff, students, administration and parents.  

Share your Enthusiasm

This applies to fostering a culture of reading in schools as well as professional development.  Share your enthusiasm for literacy and learning with anyone who will listen. Your enthusiasm toward certain ICT skills and pedagogy and your willingness to learn will help set the stage when talking to your colleagues. It can become contagious and will undoubtedly assist us in creating a learning culture.

Be Kind to Yourself

After reflecting on these past four weeks. One thing that continued to surface was the abundance of resources, materials and ideas available.  There are many different ways to foster a reading culture, develop your ICT skills and build professional communities. With the abundance it can feel overwhelming.  You will want to try everything. Some things you will try and it will work out great. Other activities will not go as planned. At the end of the day, it is more about the willingness to try, experiment and continue to grow while still being kind to yourself and know you are doing the best you can.

Access For All

This has probably been the most difficult post to write so far in this course as I had zero knowledge on this area and had to spend a lot of time looking for resources.  I was thankful for the ones shared by Aaron.   To be honest, I had never really thought much about this topic before.  Mostly because I focus a lot of my energy and time on improving my community locally.  For example, in a previous post I mentioned the Calgary Reads program.  This program has many different initiatives which look at literacy at the community level.  They have a Book Bank, they give out free books at the Food Bank, free little libraries as well as the Children's Reading Place which is a heritage house filled with books that encourages families to come and read and in turn leave with a free book.  This video called The Story of a Book highlights the many initiatives that Calgary Reads offers to help support the local needs of their community. 

I began digging deeper into access for all on an international scale, I went to the International Federation of Library Associations and Institutions.  A recent post was about the United Nations 2030 Agenda for Sustainable Development.  In this document there are a few specific targets about access and technology.  

"Target 16.10: Ensure public access to information and protect fundamental freedoms, in accordance with national legislation and international agreements." (Transforming our world: the 2030 Agenda for Sustainable Development

This document led me to the Technology and Social Change Group (TASCHA) through the University of Washington and the many different research projects they are working on related to access as well and other projects.  

From here, I ended up with a variety of links which lead me to Libraries Without Borders which seems to provide many different resources including the Ideas Box which provides technology including internet connection, laptops and books to be used in humanitarian emergencies and post-conflict situations.  

The Ideas Box reminded me of how wifi access is an issue in many areas including rural communities.  Some videos I have seen regarding wifi access include equipping school buses with wifi so students can do their homework on the bus while commuting.  Or even how one school district even got creative in parking school buses in low-income areas to help with the digital divide. 

From my research this week, I have learned there are many different organizations looking at increasing access for all but another side which has come out of my discussions with others about this blog post is the idea of "neocolonialism."  Another concept which I had never really thought about prior to this post.  But, I have had friends participate in Project Overseas and this is a concern when looking at libraries and resources in developing nations.  

I have a lot to learn in regards to this topic and look forward to reading the other blog posts to see where their research took them.  







Introducing Rolling Study Halls. (2018). Retrieved from https://www.youtube.com/watch?v=SfDQ2oH2ZlM

Libraries Without Borders. (2018). Retrieved from https://www.librarieswithoutborders.org/

The Story of a Book - Calgary Reads. (2018). Retrieved from https://www.youtube.com/watch?time_continue=293&v=rs0hCQe-8uI

Transforming our world: the 2030 Agenda for Sustainable Development .:. Sustainable Development Knowledge Platform. (2018). Retrieved from https://sustainabledevelopment.un.org/post2015/transformingourworld

Wi-Fi-enabled school buses leave no child offline. (2018). Retrieved from https://www.youtube.com/watch?v=TOlG3fH0GpY

We Are All In This Together

I am very much an independent learner.  I actively seek out professional development opportunities on my own time and at my own expense.  But what I have realized in my 15+ years of teaching is not all individuals are like this. Some individuals do not know where to look for professional development opportunities, they may lack the time or even lack some initiative.

From the Teacher Librarian courses I have taken so far it is interesting to see how often the Teacher Librarian is mentioned as a lead learner, school leader and a driving force for professional development in a school.  Since I have never worked in a school or district with Teacher Librarians before the Learning Commons is not a place where I would go to seek professional learning. Also, since my colleagues are in the same situation as I am they do not necessarily see the Teacher Librarian as a resource in the building.  This will be a challenge for me as well as an opportunity to pave my own path. Despite the fact, I have only been in the TL position for two months I have already been trying to work on professional development areas.  My administration allows me time at staff meetings to share information with staff. As a school we also send out a weekly e-mail to staff that includes important dates, events, etc and I have a space in this document where I can share resources, highlight the Learning Commons and any new professional development opportunities that may be coming up.

Personally, I do not feel very comfortable giving professional development sessions.  I am an introvert and find it very difficult to speak to large groups. In the past year, I have tried hard to step outside my comfort zone and offer some professional learning opportunities in my district to help overcome this fear.  I have offered a session on Makerspaces and STEM where I showed some of the resources and materials I use in my classroom such as ozobots, cubelets, etc. More recently, some colleagues of mine expressed interest in how I use Breakout EDU boxes so I did a presentation that took them through a lesson they might do with their students.

Although I do not give presentations, I feel many of my colleagues know they can ask me about professional development and I am willing to share whatever I might know or look into something further. For example, my colleagues know I am a Seesaw ambassador and a Google Level 1 Educator. They know they can ask me questions about these and I will share whatever I know or try to find out anything they need to know.

We have recently started a new school hashtag called #wyepl to encourage staff to share professional learning. As well, at the end of June last year, the entire staff received The Innovator's Mindset by George Couros (@gcouros).  The use of the hashtag was also to facilitate our thoughts and share our learning while reading the book. By learning together as a team it might help to shape a culture of learning.

Just this week, I taught my first group of fifth graders how to log in to Destiny Discover independently. This may not seem like a big deal to most, but it is a major step in our school as this has not been done in previous years. Our teachers are amazed that our students and themselves can access Destiny anywhere. I am realizing that these baby steps in my first year as a Teacher Librarian are okay. I am also realizing how important it is to meet the community where they are at as well.

The biggest thing I have learned over my career is that we are all in this together.  We must support each other in our professional learning and we must continue to share our best practices with each other.  I know my unique role will continue to push me in finding ways to support my colleagues.  I am looking forward to finding more ways to support the professional learning of my colleagues.