Module 1 | Please begin your learning curation with:
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I have had the honour of being a school's teacher-librarian for the past three years. Sadly, I have seen a decline in my library FTE and being an early-career teacher with a young family, my wife and I thought it was best to (temporary) leave the library for a full-time position in the classroom. It is my future goal to return to the library as my passion includes student inquiry, collaboration and "maker" activities. Reflecting on my short time spent as a teacher-librarian, I am quite pleased with the results. I have seen a non-existent library transformed into an area where classes are constantly participating in library activities. I firmly believe that for a library program to be successful, a teacher-librarian must evolve into a school leader.
Similar to a previous LLED course, I will be participating in a "learning curation" where I can share and connect my general thoughts, questions and reflections regarding the world of school libraries; plus, it is my goal to showcase my professional growth in understanding the benefits in establishing a library learning commons in an elementary school setting. I am a passionate, life-long learner. It is my intention that this course will help me become a MORE effective teacher-librarian. Collaboration, both from students and teachers, is the key to future success.
Thus, I have started with two essential questions. These questions are not static and will change with my further understandings from course work, discussions and readings.
School libraries exist throughout the world as learning environments that provide space (physical and digital), access to resources, and access to activities and services to encourage and support student, teacher, and learning community (International Federation of Library Associations and Institutions, pg. 16). Thus, a fully functional school library provides the essential skills necessary for students to become information-literate learners. Based on the current and future trend, basic technology skills will be required as students move throughout their academic journey. We must remember to include the library when developing school goals and improvement plans. The library must be seen as a whole school approach that build[s] a participatory learning community (CLA, pg. 5).
To achieve positive student outcomes, a teacher-librarian must:
With the new curriculum focusing more on inquiry, a teacher-librarian thought it was a good idea to share these two articles.
Similar to a previous LLED course, I will be participating in a "learning curation" where I can share and connect my general thoughts, questions and reflections regarding the world of school libraries; plus, it is my goal to showcase my professional growth in understanding the benefits in establishing a library learning commons in an elementary school setting. I am a passionate, life-long learner. It is my intention that this course will help me become a MORE effective teacher-librarian. Collaboration, both from students and teachers, is the key to future success.
Thus, I have started with two essential questions. These questions are not static and will change with my further understandings from course work, discussions and readings.
- The school library must be known as the central learning hub for the entire school community. What steps must a newly trained teacher-librarian accomplish to "reel in" his/her colleagues to actively participate in age-appropriate library activities for their students?
- Many colleagues I have spoken with are either discouraged or afraid of the "big changes" coming its way to B.C. education. With full implementation of the new B.C. ed curriculum beginning next year, how can a teacher-librarian support teachers (and students) transition from using the prescribed learning outcomes to thinking about core competencies and big ideas.
School libraries exist throughout the world as learning environments that provide space (physical and digital), access to resources, and access to activities and services to encourage and support student, teacher, and learning community (International Federation of Library Associations and Institutions, pg. 16). Thus, a fully functional school library provides the essential skills necessary for students to become information-literate learners. Based on the current and future trend, basic technology skills will be required as students move throughout their academic journey. We must remember to include the library when developing school goals and improvement plans. The library must be seen as a whole school approach that build[s] a participatory learning community (CLA, pg. 5).
To achieve positive student outcomes, a teacher-librarian must:
- be a mentor to its colleagues (e.g. promoting tech integration, library navigation and research skills).
- collaborate with colleagues on curricular units.
- provide an 'open-policy' for the learning community to participate in library activities.
- provide additional pro-d opportunities for colleagues during staff meetings (e.g. technology).
With the new curriculum focusing more on inquiry, a teacher-librarian thought it was a good idea to share these two articles.
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Documents to help shape my thinking
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Videos | |
Thanks for the video, Jennifer. My District Library Coordinator shared this with the Superintendent and Assistant Superintendents. Advocacy at its best! | |
References
Canadian Library Association. (2014) Leading learning: Standards of practice for school library learning commons in Canada. Ottawa: ON.
International Federation of Library Associations and Institutions. (2015) IFLA School Library Guidelines., 2nd revised Ed. Den Haag, Netherlands.
Canadian Library Association. (2014) Leading learning: Standards of practice for school library learning commons in Canada. Ottawa: ON.
International Federation of Library Associations and Institutions. (2015) IFLA School Library Guidelines., 2nd revised Ed. Den Haag, Netherlands.