World Libraries

“Empowerment of people through Media and information Literacy is an important prerequisite for fostering equitable access to information and knowledge and promoting free, independent and pluralistic media and information systems” (UNESCO)

Through the use of technology, libraries in developing nations have the possibility of offering a learning opportunity for many that would have otherwise been unattainable.    

In Africa for instance, 10M children drop out of primary school (UNESCO). The answer may lie with mobile devices as they are becoming increasing popular.  This is due in part to the fact these devices are relatively inexpensive compared to other types of technology.   One huge benefit is that they provide an opportunity for access to information anywhere and anytime.  This could include online courses, current literature and tutoring for instance. 
Mobile devices could also provide access to digital libraries in communities with limited access to printed books. One area that would need addressing is broadband.  Developing nations need access to broadband as it opens up more opportunities for teaching and learning such as video streaming, and easy downloading of audio-visual material.
More attention in both developed and developing countries needs to be focused on mobile users and their needs.  Connecting them with good books, authors and other readers for example. 

Some of the library projects in Africa I found were:

 •  Room to Read:  has two areas of focus: one being to support literacy and the other gender equality.  They have established 15 000 new school libraries since 2000 with locally relevant books.  The books are typically categorized by reading level.  Here is video outlining the program:

•  Worldreader: project that provides e-readers to schools in Africa

•  Read and Prosper:  project that also provides e-readers to students and is developing solar panel systems to recharge the devices

•  Yoza Cellphone Stories- offers downloads of stories and novels.  Interactive as students can leave comments. 

•  MXit- largest social network in Africa

•  OLPC (one laptop per child):  project that distributes low-cost computers to students in developing countries

•  The Everywhere Library- telecommunications company MTN Group and Metropolitan Republic Group offered access to books through mobile phones in Uganda.  They entered a code to get full text of the book on the phone. 

Mobile phones in the library provide an opportunity to learn globally; however I believe their needs to be strict guidelines.   Teachers need to stress their purpose in the library:  learning. With a fixed schedule in mind, a good way to start might be a lesson with QR codes (bridging the gap between the virtual and physical world) like a scavenger hunt for instance.  Click here for more info on QR codes.  Here is an example of a QR code for our district's library catalogue.  

I teach elementary school but I can see high students preferring to use their own cellphones as oppose to the library computers due to familiarity with use. They might be more inclined to visit the library as well if they can use a mobile device there.  Permitting mobile phones in the library also helps to create a relaxed and low-key atmosphere.

References:

BBC Future. (2012). The future of education in Africa is mobile. [online] Retrieved from: http://www.bbc.com/future/story/20120823-what-africa-can-learn-from-phones [Accessed: 27 Feb 2014].

Education.alberta.ca. (2014). Alberta education - research and publications. [online] Retrieved from: http://education.alberta.ca/admin/technology/research.aspx [Accessed: 27 Feb 2014].

Roopanarine, L. (2012). Mobile phone boom in developing world could boost e-learning. [online] Retrieved from: http://www.theguardian.com/global-development/2012/may/30/mobile-phone-developing-world-elearning [Accessed: 27 Feb 2014].

Steele, C. (2012). How the mobile phone is evolving in developing countries. PC.

YouTube.(2012). Room to read. [online]. Retrieved from https://www.youtube.com/watch?v=XRdK-OLTxfc

Supporting Others

“The greatest tool we have at our disposal is the power of conversation.” Peter Shaw

I was at a workshop after school yesterday and we were asked to pick a toy car from a pile placed in the middle of the table.  We were to pick a car that best represented where we are in relationship to technology.  My friend beside me took the jeep and when we were discussing why, his response was that the jeep was the most reliable of the cars.  I blurted out, without thinking, that the jeep had no roof for rainy days.  His argument was that the jeep was reliable because it could handle all types of terrain.  My point is that each one of us comes to the table with different perspectives and I think that in order to best respond to the needs of our staff, we need to be good listeners, ask lots of questions for clarification and provide an opportunity for staff to ask questions, too.   

Technology has the opportunity to transform education.  As teacher-librarians, we can support staff through helping them understand how technology can play a role in their teaching. Stephen Anderson talks about personalized technology learning for teachers and offering not only the how but the why in using technology. 

It is also important to note that research shows that classroom teachers are more willing to collaborate with a teacher-librarian who is viewed as an involved leader. (Lance, Rodney, & Russell, 2007). 

There is also an abundance of literature that suggests the principal plays a vital role in helping the teacher-librarian be viewed as a leader. (Johnston, 2012).  

Being new to the school and teacher-librarianship, here are some of the ways I think I could begin to support the school community with their professional development,

- Set up a library website to include professional resources for staff

-  Become more active on Twitter, share learning with others including staff, take risks

-  Continue attending les “dîners causeries” (lunch conversations) that the principal organizes and offer to present based on the needs of the staff

-  Be more active at staff meetings

-  Continue to attend ProD workshops and be mindful of what makes a useful Pro.D.

References:

Anderson. S. (2014, February 17).  Technology Coaches: Helping Teachers Find The Best Way to Use technology in their Classroom. [Audio Podcast].  Retrieved from https://itunes.apple.com/us/podcast/every-classroom-matters-cool/id606677009

Johnson, M. (2012). Connecting Teacher Librarians for Technology Integration Leadership. School Libraries Worldwide. Vol. 18, No.1, Retrieved from http://web.a.ebscohost.com.ezproxy.library.ubc.ca/ehost/pdfviewer/pdfviewer?sid=f54189ae-add2-48b3-a546-72afffcb51ee%40sessionmgr4002&vid=2&hid=4206

Lance, K.C., Rodney, M.J., Russell, B. (2007). Library Media Programs and Achievement. Retrieved from http://www.cobbk12.org/librarymedia/proof/research.pdf

Lumaxart. (2007).  Working Together Teamwork Puzzle.[Image].  Retrieved from http://upload.wikimedia.org/wikipedia/commons/b/ba/Working_Together_Teamwork_Puzzle_Concept.jpg

Learning and Sharing with Others

I was fortunate to find Kate Klingensmith’s blog at the beginning of this week while exploring PLNs.  It is a good starting point as it clearly explains what a PLN is and gives examples as to how to get started, in a straightforward and easy manner for people new to PLNs.

Click here to view.

Photo taken from Creative Commons.

I was also fortunate to have my principal lend me the book, Connected Educator: Learning and Leading in a Digital Age by Sheryl Nussbaum-Beach. This is an informative book full of ideas on how to connect with other educators and adopt a “do-it-yourself mentality.”(Nussbaum-Beach, 2012).

I also subscribe to LM_NET, which is a terrific discussion forum for librarians.  As described on their website, “ an excellent way to network with other school library professionals, connect to new ideas in school library practice, seek advice, and ask library related questions.” (LM_NET, 2008). The book suggestions and lesson ideas have been most helpful being new to the library.   I subscribe to the digest version. 

I had heard quite a bit about Pinterest, a site full of visual ideas on different topics, so I went ahead and joined earlier in the week.  I have much to explore on the site but did subscribe to some of their educational boards.  Here is one on PLNs. Click here.

 Through Aaron’s suggestion, I joined Feedly; a news aggregator, which allows you to keep your news feeds all in one place.  It is such a timesaving tool as it allows me to check who has posted in their blogs and comment easily without having to check each one directly. 

I am not there yet but from what I have read Twitter is definitely one of the more useful tools in developing your PLN.  I am now starting to use the favorites for saving tweets and exploring with more confidence the hash tag symbol.

I had an aha moment when during our Google chat, Aaron talked about how he had connected with other educators through Twitter at a conference he had attended.  Earlier in the day on Wednesday, I had been following #sd36learn and noticed a number of people tweeting about the dinner series they were at with Sheryl Nussbaum-Beech, the author of the     Connected Educator.                                                                           

You can check out her presentation here.                                                     

Twitter Photo taken from Creative Commons

I had just thought they were tweeting out to inform others who were not there as to what was going on.  It had never dawned on me that they were connecting with each other.  I was trying to figure out a way of becoming more active with Twitter and I can see myself participating in something. 

The link to the blog below shows the power of connecting through Twitter.  I happened to stumble upon this blog while exploring PLNs and surprisingly, it involved some teachers from my district, Surrey!

(http://mrsdkrebs.edublogs.org/category/connecting/)

I have also signed up for Discovery Education Network group with another teacher from my school.  I hope to make some new connections through this opportunity.  It starts next week but I believe it might be the same sessions that Emily took.

Attending our local teacher-librarian association meetings and checking out our district’s teacher-librarian discussion board continue to be good ways of developing my library skills and connecting with other teacher-librarians in my district.  I also try to take advantage of any workshops offered in our area.

I am also a French Immersion teacher-librarian.  One of the ways I try to stay current with the French Immersion community is through ACPI (L’Association canadienne des professeurs). One great feature of their website is the fact that anyone can view past presentations/workshops from their annual conference @ https://www.acpi.ca If you go to évènement- congrès annuel- archives, you will be able to view several of the presentations presented at this year’s conference in Calgary.  I was fortunate to go but only wish I knew what I know now and had actively tweeted while there.  Missed opportunity!

References:

Klingensmith, K. PLN: Your Personal Network Made Easy. Retrieved from http://onceateacher.wordpress.com/2009/05/05/pln-your-personal-learning-network-made-easy/

Nussbaum-Beach, S., (2014, February 12).  Light a Fire in your Learning Communities[Video Streaming].  Retrieved from (http://www.alivestreaming.com/broadcasts/4273)

Nussbaum-Beach, S., & Ritter, L. (2012). The Connected Educator: Learning and Leading in a Digital Age. Bloomington, IN: Solution Tree

Valuing Reading

“ You may have tangible wealth untold; caskets of jewels and coffers of gold.  Richer than I you will never be.  I had a mother who read to me.”

Strickland Gillian

Retrieved from Creative Commons

One important component in fostering a reading culture is the need for reading to be shared and valued by all.  It starts in the home and continues when the child enters school.  Providing social interaction and building background knowledge through shared experiences help to instil a love of reading. 

In terms of the school, I believe it needs to be something that is valued by the whole staff.  Activities and events promoting reading need to be encouraged by not only the teacher-librarian but also the staff as a whole. A number of years ago, the school I was teaching at had all the teachers read their favorite children’s book in different classes on a rotating basis one morning.  It was such a terrific experience and one that put the focus on the enjoyment of reading.  If I were to do this at my own school now, I would take this one step further, and extend the invitation for older students to read their favorite book with perhaps their buddy classes?  Everyone needs to share the excitement of reading.  Talking about books and engaging in conversation about reading with students is essential. 

In looking at Stephen Krashen’s “Power of Reading”, I wholeheartedly agree that kids need access to interesting books.  I know this is an area I need to work on.  I work in a single-track Immersion program and I’m just now starting to feel my way around ordering French resources.  I also recognize that peer suggestions are huge.  I see this with my two teenagers at home as well as in the library with kids swapping books and asking to put a book on hold, as they want to read the book their friend had. 

Krashen also mentions comfortable cushions and pillows, as kids would have an opportunity to curl up and read.  While I think this would be a terrific idea, I’m having a hard time envisioning how this could work.  All I am seeing is pillow fights and a dash to the cushions when my classes of thirty arrive?

Krashen talks about reading itself as being the best motivator, not prizes.  I wasn’t sure about starting up a school wide home reading program but now feel I want to head more in the direction of special events.  For instance, I heard of a principal taking a group of student’s into the gym to read with flashlights.   

As for what I am doing in the library now, one of the ways I try to encourage reading is through book talks and read-alouds.  I am seeing great success with read-alouds and it is encouraging to see the kids excited about the books and wanting to read more.  I’m also noticing with the younger students that they like a book regardless of the language.  They ask for a book to be read again because of the enjoyment it brought to them and they don’t seem to be bothered with the language it is written in as long as I’m reading the book. 

Another way I think encourages reading is through book displays and baskets highlighting different authors.  I have had a good response to both and hope to expand this further.  

One new initiative I took on this year was the Reading Link Challenge for students in Grade 4 and 5.  The Reading Link Challenge is similar to the Battle of the Books and is organized through the public library.  The students compete in groups of six and answer factual questions about six different books.   I have forty-eight students participating.  Yes, it is a competition but it is voluntary and has been well received.  Many of the students have gone on to read the sequels on the own and you can see them in the halls talking about the books.  

Lastly, I think it is important to recognize that kids are reading differently from when we were young.  It is important to acknowledge the reading that is being done with technology.  This week, our district just included some eBooks into the Destiny library collection and we have been given money to add to the collection.   A next step would be to show students how to access these books as well as other sources of digital reading.  It is important to keep finding ways to help instil a love of reading.  Vive la lecture!

References:

Krashen. S. ( 2012, April 5). Power of reading. [Video file]. Retrieved from http://www.youtube.com/watch?v=DSW7gmvDLag

Mother and Child Reading. Retrieved February, 2014, from: https://www.google.com/search?as_q=mother+and+child+reading&tbs=sur:fmc&tbm=isch

Blog Post 3

When looking at all four of the articles I chose, an overall theme of having students think more deeply about their learning and what they are doing on the Internet emerged.  The articles also made me reflect more deeply about the practices I use in the library and how best support my program as well as the teachers at my school. 

After reading the two articles on digital literacy, I came away realizing that even though a school might have an abundance of technology, it might not being used effectively.  Are digital literacies actually being taught at the school?  How do you, as the teacher, use technology effectively in schools?  Through these two articles, I now have a better understanding of what this means as well as what to do and what not to do. 

Steve Wheeler’s article provided an overall view of digital literacies.  It talks about what he considers each of the digital literacies.  These categories will be helpful as they offer the teacher guidance in which areas to cover with students. I hope Wheeler continues to explore these areas and offers concrete ideas as to how to introduce these concepts in the classroom.

I also came away realizing the importance of teaching digital literacy and how this begins with the teacher being digitally literate.   You need to be connected with the real world and engaged in conversation globally through blogs, social networks and wikis (yourself and your students).  Give students the necessary tools so that they are spending most of their time thinking about their learning and not spending the time trying to figure out the tool.

Through the next article on Information Evaluation, I was able to see how I could implement some of the ideas in the library.  Takeaways I gained from the article were the realization that students need to learn how to critically evaluate information.   An important consideration was made in the article about students needing sufficient background knowledge about the topic in order to evaluate information found on the Internet.   It had never occurred to me the importance of background knowledge but it makes sense and something I will definitely consider in the future.  This is something we, as Immersion teachers, work on regularly as students need lots of support and explanation when working in a second language.

The article also suggested being wary of checklists, especially for elementary students, as they often don’t have the skills to use them effectively.  Students need practice at evaluating information.  A good beginning would be to start with a subject that requires very little background knowledge and preparing resource lists which you, as the teacher have inserted with dubious sites.   The key being to explore different thinking strategies with the students.  This article was of particular importance to me as a second-language teacher as it provides information on what to do and what not to do regardless of the language. 

The final article on Inquiry-based learning gave an excellent overall picture of what inquiry learning should look like.  It provided big questions to explore with students, drawing out deeper levels of thinking. 

While I have yet to plan an inquiry-based project with any of the teachers, I can see this article and its ideas will be useful in other areas, too.   I recently sat down with one of the teachers at my school, as she wanted her students to come to the library to find books for a project they were working.  She shared her ideas for her project and she seemed to welcome my ideas, too.

At my children’s high school, they are very much into doing MoOT (stands for Master of One Thing) projects.  It is a something they work on all semester and then present to the school and community two nights at the end of the semester.  While the projects were good, I did see there was some room for improvement.  This article really got me thinking about how to get the students really engaged in their learning.  Have students develop provocative questions as oppose to topics to begin with.  One of the projects at the MoOT was on Spiders.  Imagine if the student had changed his topic to “Why should we care about Spiders?”  or “Why are spiders so Important” instead of choosing a topic and then going on to describe different types of spiders.  An important point is made about stretching the student’s thinking and I think this begins with their question.  It is also mentioned that the question needs to be personal and linked to their real life.   

Another important point was made in getting to know the students and their interests at the beginning as this will help with developing their question. Kids, especially teenagers, are not going to put themselves out there unless they have the support of their teacher and classmates.  I came away realizing that it is important to be supportive of the students through the whole process.  The teacher needs to guide students in the process, check in regularly and help them think deeply about their issue, as these are all important components in inquiry learning. 

References:

Case, R. (2003). Making critical thinking an integral part of electronic research Retrieved from http://tc2.ca/uploads/PDFs/Critical%20Discussions/making_critical_thinking_an_integral_part_of_electronic_research.pdf

Hawley Turner, K. & Hicks, T. (2013). No longer a Luxury:  Digital Literacy Can’t Wait Retrieved at http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/1026-jul2013/EJ1026Longer.pdf

Murdoch. K. (). Inquiry-Learning- Journeys through the thinking process.

Retrieved from http://www.kathmurdoch.com.au/uploads/media/inquirylearning.pdf

Wheeler, S. (2010). Digital Literacy 1- What is Digital Literacies?

Retrieved from:

http://steve-wheeler.blogspot.ca/2010/11/what-digital-literacies.html