Reflections on Phase 2

Posted on By janelletenhave

What are your key takeaways, learning and direction after all this exploration?

Phase two was a time of learning, researching, and personal growth. It gave me the opportunity to communicate freely where I am at now, and where I hope to be in the future. I think a consistent theme throughout my phase two blog posts has been “I am here, learning and growing, but if it weren’t for a pandemic, I would be at a different point in my journey”. While this is still true, I think I need to shift my focus a tad, and instead stay in the mindset of “What can I do and where can I go from here, despite the circumstances I am in”.

What are the new avenues for development in your personal and professional practice?

A goal I have is to continue on my journey to implement and incorporate more technology into my teaching practice. I know I still have a long way to go in this respect, as I have spent a lot of time being reluctant to change. I have always felt more comfortable and confident using things like pen and paper, and physical books. Technology can fail, but tangible things like paper have yet to do me wrong. I do know that technology can enhance my teaching, so this is an area I would like to continue to push myself in. I would like to start with incorporating e-readers into my practice, as I can see them helping to provide a wider range of books that I may not already have in my library.

What are you going to take with you, moving forward from your own explorations and also from the explorations of others in this class?

Yet another area of growth I see myself working through is to start the process of weeding in my library. It has been years since it has been weeded, so I know this will be a huge undertaking. I am still feeling a bit overwhelmed by the idea of it, as this is all new to me, but I know my library will become a condensed and more useless version of itself when that is done. I have gathered a few ideas from my classmates in this respect, and I think I will be give first priority to the teachers at my school to choose from the weeded books. After this, I will place a “Free Books” table outside of my library so that the students will have access to free books of their choosing. Lastly, before I discard of them completely, I will check to see if there are any relevant books remaining, and offer them up to my community.

If you could pick just one topic from Phase 2 that resonated with you, which is it and why?

The topic that resonated with me the most from phase two was fostering a love of reading. I hope to continue to foster a love of reading at my school. In my first inquiry blog post (https://janelleraeth.wordpress.com/2020/10/11/inquiry-blog-post-1/) I mentioned a video titled Fostering a LOVE for READING in your Children by THE OGLESBY OHANA. In the video she carefully outlines some steps you can take to be able to foster a love of reading in children. These steps are very well applicable to the classroom, as well as my position as a TL.

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.

References:

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

Janelle

The Island TL

Developing World Libraries

Posted on By janelletenhave

Inquiry Blog Post #4

This is a topic that has been near to my heart for sometime. I started covering the idea of weeding in my last post, and how this is something I would like to tackle this year in my library. I have talked about how difficult of a concept it is for me to grasp that most often, the books that are being weeded just end up in the trash. Is there no better way to discard of these books? Could they be read by anyone else before their life comes to an end? I had the idea of maybe offering up my discarded books to the classroom teachers at my school to have, creating a “free” table outside of my library for students to come by and grab some if they would like, or even to the public. I work on a very small, community minded island, so it is possible that they may have a need for the books which are merely taking up space in my library. What about children in developing countries, would they want to read my outdated, well-loved but worn through books? Likely not. The thing is, if I deem them unnecessary or irrelevant for my library, are these books worth reading?

Ideally, all children and adults across the globe should have equal rights and access to books, but this is unfortunately not the case. There are a number of programs out there that have the ability to take used books, and give them to children in developing countries so that they have access to these materials. If this is the case, the books need to be not wildly outdated, they must not contain violence or war content, have no rips or tears books, as well as no books that have content that may be culturally confusing.

Can a Library be a Library if it does not contain any books?

An idea that has been approached in the past, is the idea that instead of giving the libraries in developing countries books that we no longer have a use for, we could give them e-readers or other mobile devices to them give them access to new and relevant material. This idea opens up a variety of options, in which these children would have access to new releases and more well-known and trusted reference materials. Another really neat aspect of using a mobile device, rather than a book, is that it provides the opportunity to access books in more than one language, which is such a blessing! There is a company called “Worldreader”, and their main goal is to get reading material in the hands of children in developing countries, and give them the opportunity to choose books they want to read so that they keep reading! They have an app that can be accessed on most mobile devices, as well as they have a program called “BLUE box” which gives schools and libraries everything they may need to have access to digital reading. I have posted a link to video containing more information about this organization.

In my own library, I see a need to include more mobile devices and e-readers. We have access to Chromebooks at our school, but we do not have hand held devices for student use. Things look different this school year than they usually do. One day, once I am able to open up the library again, I would love to have an e-reader station that can run during my library blocks. I also imagine maybe running a book club at lunch, where we each have access to an e-reader of the book we are reading. The ideas and possibilities would be endless. In our current situation, I incorporate digital devices by letting the intermediate students to have access to Chromebooks during our library block together. In this time, there are able to have access to Destiny Discover, where they are able to search for books we have in our library, and place them on hold. I receive a notification on my end and I am able to put that specific book aside for that student. It’s far from where I dreamt we would be this year, but it is working for the time being.

Janelle

The Island TL

Resources:

Worldreader. (2013). Worldreader Program: Gets Books Into the Most Remote Places. Retrieved from https://youtu.be/DXPb7exST2A

Supporting Teachers’ ICT Curriculum and Pedagogy

Posted on By janelletenhave

On going professional development: Inquiry blog post #3

Professional Collection:

Most school libraries have a “Professional Collection” of resources, journals, articles, publications that can be signed out by staff members at the school. I actually did not know about this Professional Collection as a teacher, in the past schools I have worked at, and I am worried that some of the teachers at my school currently may also not be aware of the full capacity that our library holds, for themselves and their students. The first day I walked into my library, I took some time to take it all in, analyzed the way it was organized, and started to brainstorm ideas of what I may like to change.

One thing that I really appreciated about my current library is the placement of our Professional Collection. It covers one entire wall and is clearly labeled that it is for the staff, and not for student access (although no students are coming into my library at this point anyways).

One issue I see with our collection is that it is PACKED so full that it would be overwhelming for a staff member to come into the library and independently find what they are looking for. I have plans to weed this section in the coming weeks, to condense it down to the more recent and relevant materials. I will take before and after pictures and post them once I get around to accomplishing this task.

Weeding:

On the topic of weeding, I think it has been years since my library has been weeded. Putting books away can be a challenge because the shelves have reached their limit. The idea of weeding makes my environmental heart screech. I had a conversation with a more experienced TL the other day, and she said “when all the teachers are in their classrooms, I sneak outside with a cart full of weeded books and throw them in the dumpster”. THE DUMPSTER?? (my heart hurts thinking about it). She explained that the books that need to be weeded are not books kids should be reading, or in this case we are also talking about the professional section, so these books are no longer helpful or relevant to the teachers either. Many recycling companies will not take discarded books, as they are often a mix of paper and plastic. I am hoping to find a way around throwing them in the trash, but I have yet to figure that out. My first step is to dive in and start weeding. Once this is done, I will have a smaller, more condensed, professional section but it will be much easier to find relevant resources, rather than sifting through a mess before coming across something that will be helpful.

How can we evolve and adapt this practice to be more responsive to the personalized needs of the educators, staff, admin, parents, and other members of our educational community?

I personally like to see my role as Teacher-Librarian as the behind the scenes “helper-elf”. I am often given requests, and I do everything in my power to make it happen (sometimes through my very specific set of skills, other times just pure elf magic). If a teacher needs a bin of books put together on a certain subject, I can do that for them. If a student wants a specific book, I can put it aside for them until their book exchange day. Sometimes parents ask for books on a certain subject, and I can help them with that too. If someone comes to me with a question and I for some reason don’t have an answer for them, I spend time researching until I am able to help them.

I found this video called Teachers + Teacher Librarians = Better Learning by Students Need School Libraries to clearly lay out how Teachers and TLs can work together to create a better and more cohesive learning environment for the students. 






What can I do differently, or new, this year that better support their inservice?





Unfortunately, most of my time this year so far has been taken up my in class books exchanges, and preparing the bins to bring to each class. This leaves very little time for collaboration or co-teaching with the inservice teachers. My hope is that next year will look so much different than this year, so I will be able to fulfill all the plans I have brewing in my mind. It is very peculiar to enter a new job, at a new school, during a pandemic, but we are making it work! 





We as TL have so much to offer, but we are often overlooked. The article 12 Ways a School Librarian Can Help Teachers by Kristy from 2 Peas and a Dog outlines well a variety of ways in which TL can support teachers. Below are just a few of the many things we are, and that we are able and qualified to do. 





We are Experienced Teachers:





  • We teach the 5 essential literacies: reading, content-area literacy, information literacy, digital/technology literacy, and media literacy
  • We specialize in teaching student inquiry & research skills
  • We know how to foster & promote independent reading 





We are Instructional Partners:





  • We can help create cross-curricular projects with other subject area teachers
  • We can show you how to integrate and teach technology skills 





We are Informational Specialist





  • We can curate print & digital resources for your every need
  • We have a comprehensive understanding of intellectual property, copyright, and fair use guidelines for using a variety of materials, and we can teach students, and advise teachers and administrators, on their proper use.





We are School Leaders:





  • We communicate with parents and the community about school activities and events 
  • We make the School Library the “go-to” place for students, teachers, and administrators





Janelle





The Island TL





References/Resources:





2 Peas and a Dog. (2020, June 14). 12 Ways a School Librarian Can Help Teachers. Retrieved October 22, 2020, from https://www.2peasandadog.com/2018/07/12-ways-a-school-librarian-can-help-teachers.html





Students Need School Libraries. (2020, October 15). Teachers + Teacher Librarians = Better Learning. Retrieved October 22, 2020, from https://youtu.be/uKtZ_unsHHo

	


	



					
						


	

		
Developing ICT Skills and Pedagogy

				

			Posted on  By janelletenhave		

			


	
	
			


	

		

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

				

			Posted on  By janelletenhave		

			


	
	
			


	

		

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.