Developing ICT Skills and Pedagogy

Blog post #2

This week’s blog post is all about exploring how I can continue to develop my own skills, pedagogy and professional development on my own, back in my own library and environment.

What strategies, tools, resources and networks can I implement to maintain my explorations and development?

I read Steve Pavlina’s 10 Ways to Improve Your Technical Skills. It was a bit humours at times, but here are some of my key takeaways.

1. Read technical books and online tutorials

Pavlina’s first tip to improve technical skills is by reading books. This seems like the obvious answer, especially to Teacher-Librarians, but sometimes we may not have the books we need on hand. Another option would be to take advantage of online tutorials, as they are “accessible, timely, and of course free” (Pavlina, Steve).

2. Take classes

Taking University level courses on this subject matter is a great start to improving ICT skills. “A key advantage of classroom learning is the opportunity to interact with an experienced educator. Teachers with decades of experience know plenty of educational distinctions you won’t find in books or online tutorials” (Pavlina, Steve). This is a great way to get some hands on and personal experience while improving and enhancing ICT skills. If taking a University level courses are not an option for some, they could seek out workshops for a similar experience.

3. Create your own web site

“When you have a compelling reason to learn, your goals will accelerate your learning, and you’ll learn with a focus on practical application” (Pavlina, Steve). This one really resonated with me. I found for so long that I was very unmotivated to do research on subjects that were not of interest to me while in high school and early university. I often told myself “just wait until you get into the education program, things will come easier then”. Which was partly true, but this did not come to light for me until recently, while doing my library courses. It is much more motivating to research ways to improve my library, and my own skills, now that I am actually in that role.

4. Embrace a variety of software

Getting to have an experience with several different types of software would help create a wider breadth of skills, that may be able to be transferred from one software to another. While creating my blog for this course, I had to play around with various blogging platforms until I found one that worked for what I needed it to. Did you know there are SO many different types of blogging platforms, all very similar, but they all have varying features that take a bit of a learning curve. I am still learning all that this platform has to offer.

5. Learn to program

“Programming is the art of instructing a computer to perform a task. The key to accomplishing this feat is learning to think like a computer. Programming is one of the most mentally challenging tasks a human being can perform, but nothing compares to the satisfaction of engineering a piece of code to solve a specific problem” (Pavlina, Steve). I am still not entirely how to accomplish this task. I want to be tech savvy, to be able to be helpful for my colleagues and students, but programming is something I have yet to dip my toe into. My experience began by creating a MARC Record for one of my courses (which was actually a blast), but I am not sure if that counts as programming. I have much to learn.

6. Marry a geek/Hang out with geeks

“Your final salvation on the road to geekdom is to — gasp — marry a geek. If you aren’t a geek yourself, then do what you can to recruit one into your family. If that’s too much to ask, at least find a geek you can befriend” (Pavlina, Steve). This one is a bit funny to me, but not entirely untrue. If you spend enough time with people who are fluent in tech, some of their knowledge will rub off on you. Many of my closest friends are self proclaimed “geeks”, and I use their skills as resources regularly.

What are some of the ways that educators and professionals are connecting and sharing their learning?

In my experience, the best way that educators can connect and share their learning is through social media. I am apart of many Facebook groups and pages that have been so helpful, as educators are able to share their learning in a safe space of likeminded people. Being part of so many groups has given me the opportunity to hear the experiences of many different people, both locally and internationally. Some of these groups and pages include:

French Immersion Teachers:

https://www.facebook.com/groups/955254044520390/

BC Teacher-Librarians’ Association:

https://www.facebook.com/bctlaofficial/

La Classe Nature:

https://www.facebook.com/laclassenature/

Partage au 1er cycle:

https://www.facebook.com/groups/257480981612537/

Primary French Immersion Teachers:

https://www.facebook.com/groups/416840761665406/

Bitmoji Craze for Educators:

https://www.facebook.com/groups/2568655663438916/

What can I do during this class and after it is over to maintain my connections and networks, to further develop my knowledge, experience and skills?

I can continue learning, experimenting, and connecting. The idea of ITC can feel a tad overwhelming at first, but once it is broken down bit by bit, it feels a little more achievable to implement it into teaching and learning. The video I have linked below by Mohamed Adly lays out what ITC is in a very clear manner and gives useful tips on how to implement it.

ICT in Teaching and learning





Finally, I believe it is important to conclude this post with a little reminder to myself (and the readers) that the role of a teacher-librarian is multi-fasciated, and ITC, though very important, is merely one of many aspects of the job. It is a useful skill to have, but not the only department we are qualified in.

Role of the school librarian





References:

Adly, Mohamed. “ICT in Teaching and Learning – YouTube.” Youtube, http://www.youtube.com/watch?v=zQdq4qf-5fQ. 

Pavlina, Steve. “10 Ways to Improve Your Technical Skills.” Steve Pavlina, 4 Nov. 2015, http://www.stevepavlina.com/blog/2006/08/10-ways-to-improve-your-technical-skills/. 

Students Need School Libraries. “The Role of the School Librarian.” Youtube, 2020, youtu.be/4eU7NdASlqU. 

Inquiry Blog Post #1

Fostering Reading Cultures in Schools

No one ever needed to foster a love a reading for me, well they probably did, but I don’t remember feeling reluctant to the idea of picking up a book, reading it, and falling for every word. I have loved reading and writing for as long as I can remember, so when I hear a child say “I don’t like reading”, it breaks my heart, but also confuses me. How could anyone not like reading?

When I taught in the classroom, I always made sure that we had at least twenty minutes of silent reading each day. Understandably, the younger grades would need to read for a shorter amount of time, but in my intermediate classroom, we made silent reading a ritual part of our day. We would either start off the day this way, or instead read after lunch to recenter before we continued on with the afternoon. My students knew that they could sit anywhere in the class, in our cozy reading nook, on the floor, or even outside. My class was located directly next to the library, and twice a week it was empty, so we used it as a “special treat” to be able to read in the library too. I had a lot of students with anxiety, and this quiet reading time provided them with the opportunity to find a calm spot and refocus. When the weather was kind to us, we would take our lunches and books over to the provincial park next to our school, and read in the woods, next to the ocean. It was beautiful, relaxing, and inclusive, but I understand that not every student has this relationship with reading.

Reading in the library.
My grade 4/5 class enjoying reading in the sun.




I have a new role now, the role of someone who walks into a classroom, with a bin of books to deliver to students in which I have not yet built deep and meaningful relationships with. I bring them these books, in hopes there is something they’ll like, despite not knowing their stories, or their history with books or reading. I don’t know the kinds of books that bring them joy, or the books that create fear in their hearts. It is a rocky and uneven ground that I walk upon, and its been a tough beginning of the year, trying to foster a love of reading in the hearts and minds of the young ones in my life.




I watched a video by THE OGLESBY OHANA titled Fostering a LOVE for READING in your Children, in the video she carefully outlines some steps you can take to be able to foster a love of reading in children. It is geared towards parents who are homeschooling their children, but the steps are still very well applicable to the classroom as well.

Step one: STRUING

Make books accessible to children, leave them along their path so they can grab them when they want to read.

Step two: MAKE READING COMFORTABLE

Get pillows, blankets, couches, to make reading comfortable for them. Take them outside. Make the energy gentle and accepting.

Step three: READ TO THEM AND READ WITH THEM.

Reading becomes special when they foster relationships. Make the time to reading aloud with your students. Don’t be afraid to stop reading to explain things, to laugh, and make connection points.

Step four: LET THEM PICK OUT THE BOOKS

Let them read the books they want to read, because at least they’re reading (if it is appropriate). Let them know they have a voice in their reading.

Step five: LET BOOKS BE THE ANSWER

Instead of going straight to your phone, get them to look it up in the books they have on hand or a dictionary.

In Will Richardson’s Why School he speaks of a time when he approached parents, asking them the question “Why School?”.

Not surprisingly, the first answer on their lips is not “I want them to be good test takers.” Nor is it “I want them to know a lot of stuff.” What I hear instead are things like: “I want them to love learning.” “I want them to be able to solve real problems.” “I want them to be independent thinkers.” Those, and many similar outcomes, are what I want for my kids, too.” (Richardson, Why School).

This is a great representation of my heart for the students at my school. Not only do I hope they build a fluency for reading, are able to read, decipher, and articulate information into knowledgable presentations. It’s more than for them to be able to access resources, to then be able to contribute intellectually to a conversation. For me, I aspire to inspire my students to foster a love for reading, to know that they can come back to this calming activity when everything else in their life may seen overwhelming. They can pick up a book, and escape to another world, for a little while. I don’t want reading to be a scary thing for them, I want it to be beautiful and wonderful, as it it for myself, and so many others.

References:

Richardson, Will. Why School?: How Education Must Change When Learning and Information Are Everywhere (Kindle Single) . TED Conferences. Kindle Edition.

THE OGLESBY OHANA. “Fostering a LOVE for READING in Your Children.” Youtube, 2020, youtu.be/h4B0n4IDbfI. 

Reading Review #3

Digital Literacy

Welcome back! Thanks for following along on this journey as I dive deeper and deeper into my search on Digital Literacy. I will be referencing some links I included in my last post (https://janelleraeth.wordpress.com/2020/09/28/reading-review-2-literature-research-and-data-collection/) but will link there here too, for easy access! Here are some questions I have been asking myself along the way:

How many articles did I find?

I found an abundance of articles. Digital literacy is a topic that is well discussed and well researched. This is a blessing when doing my own research on my topic, but also a curse as I have a pile of articles and journals to sift through before finding ones that align with topic, as well as shake up my way of thinking. In my last post, I brought forward three articles, and two videos to support my topic of interest, and these are the same resources I will be using in this post. I chose Supporting young children as digital citizens: The importance of shared understandings of technology to support integration in play‐based learning by Kelly Johnston, Digital Literacies by Julia Gillen, and Can we teach digital natives digital literacy? by Wan Ng. I will link them below.

https://doi-org.ezproxy.library.ubc.ca/10.4324/9781315813530

https://doi.org/10.1016/j.compedu.2012.04.016

https://doi-org.ezproxy.library.ubc.ca/10.1111/bjet.12664

What is their relevance to my interest? and How is my topic discussed in the literature?

Supporting young children as digital citizens: The importance of shared understandings of technology to support integration in play‐based learning by Kelly Johnston discusses how technology can be used as a cultural tool in children’s lives, but different definitions, concepts, and understandings of the relevance of technology integrated into the classroom can hinder the integration of technology in an early learning setting. She discusses the opportunity to use technology in play-based learning. Johnston places value on the importance of creating connections and shared concepts between key stakeholders (education, family, and service management), as this can help support children as digital learners.

Digital Literacies by Julia Gillen discusses the enormous impact Digital Literacy has on our literacy and learning. She believes that linguistics have failed to rise the possible opportunities presented by studying language in a digital context. There are a vast range of approaches to the study of writing and reading language online. Gillen touches on the history of literacy studies, and contemporary approaches to language online (such as linguistic ethnography and corpus linguistics). This article is very informative and helpful for someone (such as myself) studying the multimodality of literacy.

Can we teach digital natives digital literacy? by Wan Ng discusses the concept of digital natives, and whether or not they have the knowledge to adopt digital technology in both informal and formal educational contexts. There was a study done on undergraduates in Australia, to see where their knowledge of educational technology lies. They were introduced to eLearning, and observed to see if they were able to adopt unfamiliar technology into their learning. Their “digital nativeness” was determined by investigating their degree of digital literacy, and the ease in which they were able to learn new and unfamiliar technology. As a result, yes they were able to do so, with ease, but they did need some guidance on what exactly constitutes educational technology, and they were given opportunities to use this technology for a meaningful purpose.

The two youtube videos I found, How to put a book on hold in Destiny by SUSD Library Media, and Using Destiny to hold books by Elizabeth Tremper cover many of the same points. I found SUSD’s to be a much more in depth walkthrough, although it is geared more towards Teachers, and Teacher Librarians. This video was great for me to see, so that I am able to better understand the process of putting a book on hold in Destiny. Tremper’s video used a different version/platform of Destiny than I am familiar with. Hers was much more geared towards younger students, but after watching the video, I think it would be best to show the students myself, rather than showing them a video explanation.







What are the key learnings and takeaways that I have generated through this deeper exploration into my topic of interest?

My key takeaways have been:

-This topic is well discussed and well researched, so as a result there is an abundance of information out there. A tad ironic, considering I am hoping to help students feel less overwhelmed while processing information online.

-The generation of students in school right now are “digital natives”, so they bring with them knowledge about technology before stepping foot into a classroom. This does not discount our role as educators, or the need for technology in the classroom. They still need guidance on how to be good digital citizens, and how to use and incorporation educational technology into their learning.

-The importance of building relationships and creating a mutual understanding between the key stake holders in the lives of these children, as this pertains to supporting the children as digital citizens.

-The enormous impact in which digital literacy has on our literacy and learning.

Bibliography:

Gillen, Julia. Digital Literacies. Routledge, 2014.

Johnston, Kelly. “Supporting Young Children as Digital Citizens: The Importance of Shared Understandings of Technology to Support Integration in Play-Based Learning Supporting Young Children as Digital Citizens.” British Journal of Educational Technology, vol. 49, no. 5, 09/2018, pp. 896-910, doi:10.1111/bjet.12664.

Ng, Wan. “Can we Teach Digital Natives Digital Literacy?” Computers and Education, vol. 59, no. 3, 2012, pp. 1065-1078, doi:10.1016/j.compedu.2012.04.016.

SUSD Library Media. “How to Put a Book on Hold in Destiny.” Youtube, 2020, youtu.be/Kxit-9VEkbA. 

Tremper, Elizabeth. “Using Destiny Discover to Hold Books.” Youtube, 2020, youtu.be/umenFE-wS1I. 

Janelle, the island TL

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Reading review #2

Literature Research and Data Collection on Digital Literacy

As a continuation from my first reading review, I have chosen to broaden my topic a bit, as to leave room to research and find new ideas around this topic. I have chosen to dig further into Digital Literacy. This is something that I believe will be relevant to the current situation in my library. In my district, and specifically at my school, we are not having the students enter the library, instead I go from class to class with a bin of books, in hopes that I have chosen books that these students will be interested in reading. The little ones are fairly easy to please, but the intermediate students are very specific in the books/genres they will read. 

I have heard many times “I like that series, but I’ve read all of the books except the most recent one”, and “I only read books about adventure/dragons/haunted history”. How am I supposed to know ahead of time what they are precisely looking for? I am on the hunt for a new system I can implement to be able to satisfy their reading thirst, as well as not add heaps of extra work on my plate. I came up with the idea to introduce a bit of digital independence into the lives of these students, by teaching them how to browse, choose, and put books on hold through the system Destiny. This will make our lives much simpler (I hope!). The next step is “merely” teach them all how to do this.

Digital Literacy covers a wide range of topics, in which I will cover many as I dive deeper into the research this topic. Some of which will include helping students decipher between good and bad information online, how to find good and credible resources online, and being a good digital citizen.

Follow along with me as I embark on a learning journey of digging deeper into Digital Literacy, in order to provide practical techniques, good information, and new ideas for myself, my colleagues, and my students.

A weekend trip to Russsel’s books in Victoria. This picture represents an influx of information, and the ability to decipher between the good, the bad, what is needed, and what is not.

The first resource I will be using to do my research is Digital Literacies by Julia Gillen. In this book she covers a range of topics such as applied linguistics, particularly in the areas of literacy and multimodality. This book will be able to aid me on my search to discover ways to decipher between good and bad information online.
https://doi-org.ezproxy.library.ubc.ca/10.4324/9781315813530

The second resource I will be looking into is Can we Teach Digital Natives Digital Literacy? by Wan Ng. This will be an interesting and insightful read, as I first need to find new and engaging ways to teach the use of technology in the classroom, so students who have known nothing other than technology in their life. It is likely they have things to teach me as well. Some highlights from this book include a study showing that digital natives are not familiar with educational technologies, thus they need to be made aware of and taught about these educational technologies (this is where I come in!).
https://doi.org/10.1016/j.compedu.2012.04.016

The third resource I would like to use is Supporting young children as digital citizens: The importance of shared understandings of technology to support integration in play‐based learning by Kelly Johnston. This will be a great support for information on being a good digital citizen. This paper provides an understanding of the complex and interwoven nature of factors that influence the belief of educators and practices in integrating technology.
https://doi-org.ezproxy.library.ubc.ca/10.1111/bjet.12664

Finally, I found a few youtube videos in which I can use to demonstrate to my intermediate classes how to place books on hold in Destiny. They both explain the process quite easily and simply, these will be helpful to provide visual and auditory examples of how to search for a desired book, and put said book on hold for future library checkout and book exchanges.

These resources and ideas are merely the beginning of my journey, but I am excited to embark.

Janelle, the Island TL

References:
Gillen, Julia. Digital Literacies. Routledge, 2014.

Johnston, Kelly. “Supporting Young Children as Digital Citizens: The Importance of Shared Understandings of Technology to Support Integration in Play-Based Learning Supporting Young Children as Digital Citizens.” British Journal of Educational Technology, vol. 49, no. 5, 09/2018, pp. 896-910, doi:10.1111/bjet.12664.

Ng, Wan. “Can we Teach Digital Natives Digital Literacy?” Computers and Education, vol. 59, no. 3, 2012, pp. 1065-1078, doi:10.1016/j.compedu.2012.04.016.

SUSD Library Media. “How to Put a Book on Hold in Destiny.” Youtube, 2020, youtu.be/Kxit-9VEkbA. 

Tremper, Elizabeth. “Using Destiny Discover to Hold Books.” Youtube, 2020, youtu.be/umenFE-wS1I. 


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LIBE 477B-Reading Review #1

I am a Teacher-Librarian on the beautiful Gabriola Island. This is a new role for me, at a new school, on a new island, during a pandemic. It has so far been wonderful but also terribly overwhelming. I have heard that this school has had quite a turnover of new TL’s year after year, so I get the impression that things have been forgotten or neglected in this library. It feels like the perfect time to give this Library a new fresh feeling.

I am impressed so far with the organization of the Library, and how well it has been maintained, although there are certainly things I wish I could change. We have these cozy looking bench seats, that no one can use right now because all plush items have to be taken away, and students are not allowed to step foot in the library, let alone cozy up in the plush chairs to read. I would love to bring in more carpets and pillows, but I shall have to wait on that dream for another year or so. There are incredible murals that cover the walls, that bring such a bright and joyous feeling, but in the future I would also love to see this vibrant library filled with happy faces day to day.

Some things I can and hope to tackle this year include binning some of the books. Very few books in my library have been binned, and this is something that I have taken quite a liking to in the libraries I have spent time in the past. I believe that it provides a lot of freedom of choice for all ages of readers.

This may be a pike dream for this year, but I would love to run clubs out of the library. Ideally this would look like a Minecraft club, a technology club, a board game club, or an art club (of ALL variations) to mesh together some of my passions with the students to build deeper connections with them. I may have to shift my thinking this year, and create a nature club, or something that can be done outside because of all the restrictions in place.

When I was sharing with someone that I was going to be stepping into this new role this year, they said “I see Librarians as the cool Aunt figure of the school”, and I LOVE this description, and plan to run with that as much as possible this year. I want my library to be safe, welcoming, and filled with exploration. I’m still not entirely sure how this will be achievable this year without the physical space to congregate, but we will take it one step at a time, together.

Maybe one day, all of the pike dreams will come to fruition, but for this year I will keep planning and dreaming for the betterment and the future of my school, my library, and my students.

Janelle, the Island TL

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What does it mean to be a good teacher?

It’s  rather safe to assume that we all strive to be the best we can be. This may be in certain areas of our lives, or in all aspects. This may involve relationships, where you strive to be the best you can be for that person, putting yourself second, and prioritizing their needs above yours. In friendships, where you put constant effort into supporting the people around you and loving them in the best way you know how. It could be in the day to day, reminding yourself to be kind to others, doing good deeds, and being the best citizens you can be. Or, this may be in the workplace, where you put daily effort in to be the best employee, accomplishing tasks at hand, and going above and beyond to please. For myself, I strive to be the best, to be liked, to be kind, and to be good. This is of course not always possible, and I certainly fail often, but this does not take away from the nature of my goodness, it doesn’t make me less or looked at as a failure, but rather, someone who has taken the necessary steps to get where I am. As a future teacher, I aspire to be an example for my students. I would like my students to see me as an inspiration, as someone who has worked hard to get where I am, that is good and kind, who loves them unconditionally, and someone who they can trust wholeheartedly. As goodness, love, and trust are at the foundation in which creates a good teacher.

I strive to be a good teacher, I would like to be viewed as wise, for them to think that I am funny, but to know when it is time to be serious, as well. I want them to know that I am humble and approachable. I would want them to know that they can talk to me about anything, school related, or pertaining to their home. I hope to be an influential figure in their lives, and someone that they know is there for them, in all aspects of life. Regardless of their home life, I want them to know how much they are loved. They should know that I am patient, and although I may seem frustrated with them at times, that my heart is there for them, and that I love them with all that I am.

In a secular school system, along with life in general, a good teacher knows it is important to understand that there will always be a variety of different beliefs, completely dependent on how each child was raised. I will never treat any one of them differently for having another opinion, or being raised in a certain manner. I will respect their beliefs, just as I would expect them to respect my own. By this I mean, I would teach with passion, show grace and forgiveness, and put an emphasis on respecting others and treating them with love.

I will need to understand and incorporate Aboriginal culture into my lessons and activities. It begins with learning what happened, healing from it, and then proceeding forward. I understand the value of oral stories, and what the elders have to offer. I would certainly invite them into my class, as they are the ones who can best tell the stories, so the students will hear it firsthand. If we are lucky enough to have an aboriginal educator or an elder at the school I am placed at, I would invite them into teach my students about the local language. Other ways, could include introducing aboriginal art, and teaching the history to my students.

A good teacher is aware of issues that can arise in the classroom, and privilege certainly can be an issue. A lot of what is learnt at home, is carried into the classroom. If a student is taught that they are a part of a certain group with their family, they will hold onto that as part of their identity, and that could carry into the classroom, and into their friend groups. I am well aware that some families are more well off than others, but it is difficult as that impedes into the students’ minds. Poverty, for example, can affect students drastically. As educators, we need to ensure that our students’ basic needs are being met. Are they being fed, getting enough rest, do they have parental support at home, follow a routine, and have personal hygiene? These are all factors that play into how poverty can affect the children in the class.

I would need my students to know that I am happy to be with them, and to watch them grow. To know that I would not be there teaching them if I wasn’t fully committed to them, their potential, and their learning. I believe that every child is capable of learning, regardless of their learning style. I hope to be able to reach every student in the method I decide to teach, in order to target specific challenges, and for them to grasp what we are focusing on in that lesson. I will incorporate auditory, kinesthetic, and visual techniques throughout the year, each lesson specifically designed for my learners. I will tend to the talents, passions, and interests of my students, and try my best to cultivate them. I intend to encourage every child, and to show them what they are capable of. I want to be able to see the sparkle of passion in their eyes, before they do. I’d like them to know that they can reach the stars, and I’m simply there to give them a boost. Our classroom will be just that, our classroom. The students will need to know that our classroom is a place to learn, to imagine, to create, to be loved, and to feel safe. Our classroom will be a calming, nurturing environment meant for learning and open-mindedness. More than anything, I want my students to remember years down the road, and be able to think back to everything I had the pleasure of teaching them, and to the experiences we shared together.

Vancouver Island University’s Teacher Education Program does a superb job at forming teachers who act ethically and honestly in the classroom, and in the school setting. Throughout this program, we have had the pleasure of taking some fantastic and interesting courses with many professors who I would classify as good teachers, and good people. I love how adaptive this program is, each year the format shifts to improve on itself. We leave this program with an entirely new language, that we would not have understood on day one, walking into our first class together. Educational terms and language is used by many, and it is extraordinary for us to be able to communicate with one another, our professors, and the other educators in the district in which we were placed.

We are able to take the valuable information we acquire during these sweet three years, and we become assets to the profession, as we have new and relevant methods of teaching in the classroom. We are able to share this information with the veteran teachers in the schools we are placed at for practicum, as they have been out of university for possibly years, and may not necessarily have the knowledge we do about newer techniques, or the new curriculum. There are certainly flaws in this program, but I believe they have all been steps and learning experiences to get us where we are today. To every situation I see as flawed, I can also find reasoning behind it. One of these being the program is three years long, when it feels like it could have been completed in two. I understand, though, that there are a certain number of credits that need to be attained, prior to entering the program, which would have been difficult to complete in just two years. Another reasoning for this, may be very well the life experience and maturity necessary to complete this degree, there are many students who have already lived a full life, before returning to school to complete it, but many of us were fresh out of high school, entering university, with this program as the end goal. We have all grown as individuals and as a group, having spent this amount of time together.

I don’t believe that good teachers can be taught to be good teachers, as it starts with whether or not they are good people. There is no course in university or assignment that can be done that can turn an ill heart into something beautiful, that strives to see goodness done in the world. Every good teacher that I have ever known taught me something through who they were, and where their intentions lay, rather than through a lesson taught in class. Teachers are human, they make mistakes, but it is the heart behind their words and actions that make them good people, and good teachers.

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What does implementing literacy look like to me?

It’s one thing to have a personal passion for literacy, but how will I spike a similar interest in my students? I can’t just stand at the front of the class and tell them why it’s important to read and write, and how much more FUN life is when this passion drives the will.

I still have a semester filled with many weeks of practicum ahead of me, so in this time, I plan on finding ways to implement practical and intriguing ways to incorporate literacy into my teaching!

Once I reach my inevitable goal of being a teacher librarian, I believe it will be easier to encourage the students by showing them how great literacy can be! I will see each class about once a week, for a short period of time. For the younger grades, I will be able to chose a book for their select class, tailored to their interests, and to current events happening in the city or in our school. For me, I believe this is where the idea of how neat books really are arose. For the older grades, I will be their resource for finding information they are searching for. I will be able to talk to each of them, and help them find the answers they are in search of. This is so exciting to me! As a student, I relied on the librarian for help, in all areas, and I was usually pleasantly surprised with all they that knew. I cannot wait to be that resource for my future students.

Before any of that is possible, the students need to learn HOW to read and write. Although as the librarian, I will be able to assist them on this path, I will not be able to be there for each student in the school, even though I wish I could. The learning of this starts and continues in the classroom. From an early age, the students will begin with activities to learn to read and write the alphabet. From here, they will start to build and recognize words. There are endless ideas on Pinterest, to find exciting ways to implement these types of activities. Hands on activities are so great for the littles!! By using natural resources, like flat rocks, and writing or painting on letters, this is really ideal for them to start creating their own words. Start with simple things, like their name, and continue to grow deeper into this, by helping them create or recognize words like “cat” and “dog”.

Invitation to write children's names - Puzzles Family Day Care                Sigh Word Fun with Natural Materials from Mummy Musings and Mayhem! #literacy

This is a great and simple way to work on words. This can be adapted to many levels, its just handy for them to be able to touch and move the letters around. Also, this way, if they make a mistake, they won’t feel stuck, they can just move the letters around and start over!

 

 

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