Role Models, SWOT, and MOOCs: ideas on how to facilitate professional development in ICT

Featured image from: Digital Evolution of Schooling

Inquiry Blog 3

Glossary of Acronyms
ICT: Information and Communications Technology
MOOCs: Massive Open Online Courses
NOOCs: Nano-MOOCs
PD or Pro-D: Professional Development
SMART goals: Specific, Measurable, Attainable, Relevant, Time-based
SWOT: Strengths, Weaknesses, Opportunities, Threats
T-L: Teacher-Librarian

One of the things that drew me to the teacher-librarian diploma was the opportunity to be a leader in the school. When I tell people that, sometimes they give me a quizzical look and ask “In what ways do you mean a leader?” I think that there is a misconception around the role of the teacher-librarian, and sometimes an underestimation of the library as central to curriculum development, literacy, and digital literacy. 

I have great role models in our school – teacher-librarians who make the library a gathering place for both staff and students; offering guidance and support in development of projects; hosting staff meetings and other district functions; providing space to showcase student work, among myriad other things that make the library a bustling, comfortable place for everyone in the building. The teacher-librarians provide instruction to students almost every block of the day, and are available to guide and teach one-on-one, which is especially great when you are used to being pulled in so many directions as a teacher of 30 students. 

In my previous blog, I discussed how lifelong learning was an important part of professional development, particularly in terms of ICT. I talked about some strategies and goals on how to improve my own digital literacy practice, but now it’s time to turn outward and imagine how I would facilitate professional development in ICT for other educators in the school and/or district in my role as a teacher-librarian. 

EBSCO published a white paper in 2017 titled “Advocacy and the 21st Century School Librarian: Challenges and Best Practices”. It discusses the teacher-librarian (T-L) leadership position, stating that “[…]mentorship involves more than simply showing teachers how to use the library’s online catalog and subscription databases. School librarians can empower teachers to develop proficiency with various technologies so that they may become more confident and independent (Perez, 2013, p. 23)” (5). The T-L becomes the facilitator of professional development, in both formal and informal ways, always keeping in mind that the T-L is primarily a listener, who solves problems with patience and kindness. In order to be a leader of any type, you must make others feel welcome and heard, and feel that no (tech) issue is too small or insignificant to solve.

Kristin Daniels, an educational technology consultant in the U.S., found that the workshops she facilitated for teachers were great in concept, with positive on-the-spot feedback from teachers, but were not great in practice. In other words, the learning done in those workshops wasn’t translating into useful classroom strategies.  She explains in her TEDx talk “Empowering the teacher technophobe” that giving teachers release time to work one-on-one with her, solving technical issues together, had long-lasting, impactful results. 

Image from “Five time-saving tech tools for new teachers” on tes.

Connecting with them on a monthly basis, Daniels was able to individualize her mentorship for these teachers, finding “a successful project that was just right for one teacher’s tech skill[s]”; providing “a little bit more information about a tool that [another teacher] was already familiar with”; and helping a teacher who “didn’t need tech information [but] needed help designing the project, and then we provided her with the resources and support to get it done” (Daniels). These more informal one-on-one discussions occur regularly between staff and T-Ls at our school, with similar results to Daniels, who found that this type of PD had far-reaching positive consequences for students and teachers. However, teachers at our school typically use their lunch or prep time for this type of professional learning, and only if they are inclined to ask for help. Many teachers feel too stretched for time to try new digital strategies, preferring what they are comfortable with. Professional learning from teacher-librarians might be more widely used by staff if it was offered in a more formal way, such as release time for one-on-one instruction. 

Yet, release time is expensive and some districts may not have the funding to allow this. A few ways to get around this are district or school-wide pro-D days, lunch-and-learns, or professional learning outside of school hours, which often takes place online. In terms of providing ICT workshops for larger groups, we can think of it as collaboration between staff and the T-Ls. Debra E. Kachel’s article “Advocating for Collaboration” examines a seven-part plan to improve collaboration in this way. Her first suggestion is to “Define the issue”, which is an obvious first step, but one that can sometimes be done poorly. One simple and effective way to conduct a survey on ICT deficiencies is through Google Forms. In our district, we use G-suite for education, so staff are familiar with the platform. Conducting a survey at the beginning of each school year or term to check in on where more ICT education is needed would be a great tool to guide professional development. 

Debra E. Kachel’s Seven-part Plan when “Advocating for Collaboration”
1. Define the issue.
2. Find supporting research and facts.
3. Articulate goals.
4. Identify allies, opponents and undecided.
5. Design the campaign.
6. Develop a communications plan.
7. Implement and assess. 
Adapted from: “Advocating for Collaboration”

Furthermore, Kachel suggests using SWOT analysis, which stands for Strengths, Weaknesses, Opportunities, and Threats. She says “An environmental scan of the school is […] needed to see the bigger picture and identify potential inroads to improve collaboration” (48). (You can find a downloadable SWOT matrix worksheet on MindTools). Identifying SWOT in digital learning, for both the individual and the group, can establish professional development outcomes, as well as capitalize on staff members who already have the skills and knowledge you may lack. Providing some time at staff meetings where teachers can reflect on ICT use in their classrooms will hopefully lead to collaboration outside of that time. 

From MindTools: Essential skills for an excellent career.

Kachel notes many benefits of collaboration, including that it:

  • Shares planning, teaching, and assessment of student work among teachers and librarians 
  • Stimulates new and creative ideas resulting in improved teaching and learning
  • Increases use of library and curated resources (49)

In all three cases, you can see how collaborating on ICT will improve staff and student outcomes. The library is a natural place to use ICT, since the teacher-librarian is knowledgeable on contemporary digital technologies, and can provide the one-on-one guidance on which staff and students thrive. 

In addition to formal pro-D, the teacher-librarian can provide tech support through informative emails or by creating Screencasts that quickly teach digital skills. Creating a weblink on your library home page for staff, where you can upload tech resources, would be a good way to centralize that information. The inclination is sometimes to do a Google search to find the answer to your tech problems; and although this can prove successful, vetting good YouTube videos to solve common tech problems could be helpful for staff. Personally, while learning for this course, I went back to an email with a link to a Screencast made by my teacher-librarian that outlined how to access and use NoodleTools so I could properly cite a complex journal article. It was an easy solution from a professional, who had the right tech info at the right time. 

This channel titled Teacher’s Tech looks like it has some really useful videos on contemporary tech issues. I read the comments section for this video and several students used this to help get them sorted for Google Meet. It might be worth making a series of videos for your own school as the T-L if you’re comfortable with that.

As noted by Castaño-Muñoz et al., “The use of information and communication technology (ICT) as a tool for responding to the challenges [of teaching] is one of the most sought-after topics regarding teacher training needs” (608). So we know that professional development is ongoing and significant when it comes to ICT, but there is often not enough time set aside for it. Therefore, if the T-L is going to be involved in facilitating pro-d workshops, it’s important for them to be done well. Discovering the areas of need through surveys or SWOT is the first step, but one must also create a comfortable space for learning and collaboration, where teachers feel that their opinions and time are valued. Elena Aguilar, who wrote “10 Tips for Delivering Awesome Professional Development”, explains that “[…] often […] the presenter talks a lot and the participants walk away feeling overwhelmed and a bit frustrated”. I know I have definitely felt that way during professional development. And as teachers we should know better than to have people sit passively for more than 15 minutes without participating!

In your planning consider how you will balance information with practice so that “[p]articipants [can] walk away feeling that they learned something new and they can actually do something differently when they return to class tomorrow” (Aguilar). Having teachers make concrete connections to their classroom learning, and also keeping them accountable can help. Perhaps you have them write SMART goals for their own ICT learning; perhaps you have monthly check-ins like Kristin Daniels to see where they are progressing or lacking, and if they would like more one-on-one guidance. Partnering with another teacher can also lead to more accountability; planning a collaborative lesson or assignment with ICT use can be very rewarding. Finally, as the T-L you could organize and host a “Digital Tech Week” or month in the library, where teachers and students share the positives and negatives of using new technology in their learning.

One last area that can promote digital literacy for teaching staff is MOOCs, or Massive Open Online Courses that are free of charge or have a minimal fee. There is no limit on the number of participants, and you can complete them on your own time, which makes them appealing. Will Richardson believes that MOOCs show “a real shift in the way we define and acquire an ‘education’” (Loc 111), noting that the highest reputed Princeton, Stanford, and MIT are all involved in facilitating MOOCs.

Facilitators of MOOCs from What exactly is a MOOC?

In the article “Who is taking MOOCs for teachers’ professional development on the use of ICT? A cross-sectional study from Spain”, Castaño-Muñoz et al. note that “Recently, several Massive Open Online Courses (MOOCs) on teaching skills have been added to this range of possibilities offering flexibility and more training possibilities to teachers” (608). They conducted a complex survey of educators using this online learning for professional development, and the MOOCs included: “how to implement digital gamification in the classroom for enhancing students’ motivation” and “how to foster cooperative learning through digital technologies” (610). They also used Nano-MOOCS or “NOOCs [that] were oriented to develop teachers’ general digital competencies” (610). Using the information from initial surveys on where teachers need support for ICT, the teacher-librarian could work with the digital specialist in the school or district, and help facilitate where and when to find MOOCs and NOOCs to support individual learning. Some MOOCs offer certificates (for a small fee), while digital “badges” can be made available as incentive to complete the online courses.

In the end, the teacher-librarian is a facilitator who brings knowledge, shares knowledge, and guides others towards knowledge. And since ICT is such a significant part of teacher (and life) success, that knowledge must also be facilitated by the teacher-librarian. So don’t hesitate to seek out answers to your technological questions from your own teacher-librarian or from other T-Ls online! 

Works Cited

Aguilar, Elena. “10 Tips for Delivering Awesome Professional Development.” Edutopia, George Lucas Educational Foundation, 18 Sept. 2014, http://www.edutopia.org/blog/10-tips-delivering-awesome-professional-development-elena-aguilar. Accessed 2 Aug. 2020.

Castaño-Muñoz, Jonatan, et al. “Who is taking MOOCs for teachers’ professional development on the use of ICT? A cross-sectional study from Spain, Technology, Pedagogy and Education.” Technology, Pedagogy and Education, vol. 27, no. 5, 2018, pp. 607-24, DOI:10.1080/1475939X.2018.1528997. Accessed 2 Aug. 2020.

Daniels, Kristin. “Empowering the teacher technophobe: Kristin Daniels at TEDxBurnsvilleED.” YouTube, uploaded by TEDx Talks, 6 Nov. 2013, http://www.youtube.com/watch?v=puiNcIFJTCU. Accessed 2 Aug. 2020.

EBSCO, compiler. Advocacy and the 21st Century School Librarian: Challenges and Best Practices. EBSCO, 2017. Ebscohost.com, http://www.ebscohost.com/assets-whitepapers/Advocacy_and_the_21st_Century_School_Librarian-EBSCO-Whitepaper.pdf?_ga=2.18133497.1736181280.1513717168-1955623741.1513717168. Accessed 2 Aug. 2020.

Kachel, Debra E. “Advocating for Collaboration.” Teacher Librarian, vol. 46, no. 4, Apr. 2019, pp. 48-51, antiochlis.libguides.com/ld.php?content_id=49265318. Accessed 2 Aug. 2020.

Richardson, Will. Why School?: How Education Must Change When Learning and Information Are Everywhere. Kindle ed., 2012.

Personal Strategies for Including Better ICT in the Classroom

Inquiry Blog Post #2

As a teacher of high school humanities courses, I often find the massive information consumption for lesson delivery to be quick-paced and overwhelming; so it’s hard to keep track of what I’ve accomplished in the classroom for student engagement and inspired learning. I have spent the past few days reflecting on the role of ICT in my classroom. This has left me feeling a bit inadequate, and questioning why I don’t use it more frequently, or why I haven’t invested in learning and trying new things. But then I remember that – yes! I have used new technology and shared it with my students. Kahoots for content review; Pixton for comic strips; Visme for graphic organizers; Google Classroom for resources and assignments; GooseChase for a scavenger hunt about Macbeth; using social media to create fictional character profiles. I’ll admit that the list is small, and that I have lots of room to grow, but I want educators to remember that you are doing great and that trying to incorporate ICT in small ways into your classroom can be easier than you think. And sometimes when we stretch ourselves just a little bit, it can make a big difference in how we see things. None of this takes away from all the other “on the ground” awesome stuff you are already doing, and of course we want to hang on to those great strategies we already have in our curriculum planning banks. 

Example of a question and answer from a GooseChase scavenger hunt I did to review Macbeth content and understanding. It is a program that needs a subscription, so see if your admin or department can cover the cost.

In this second inquiry for LIBE477, students were asked “to explore how you can continue to develop your own skills, pedagogy and professional development on your own, back in your own library/classroom and environment” (McNee). The first concept I would like to consider is a suggestion from the chapter titled “Rethink Teaching” from Will Richardson’s Why School?: How Education Must Change When Learning and Information Are Everywhere. One of six suggestions he makes is to “Be a master learner” (Loc 455). As an introduction to this section, Richardson compares doctors with educators, stating that “50 percent of all medical knowledge becomes obsolete in five years” (Loc 356). This means that getting treatment from a doctor who isn’t continually learning may not yield the results you would expect from a trained professional. The same line of thinking applies to educators, who need to “constantly unlearn[] and relearn[] their practice” (Loc 356) in order to meet the changing needs of society and technology.

In this way, Richardson posits that “What’s needed for reading and writing literacy is evolving far beyond traditional definitions. In fact, by modern standards, most of us are illiterate”  (Loc 542) when it comes to 21st century standards of learning outlined by the National Council of Teachers of English (NCTE) (Loc 177). These include “a proficiency with the tools of technology” and the ability to “design and share information for global communities and to meet a variety of purposes” (Loc 177). It follows that if students are required to meet these standards to succeed in modern life and workplaces, then teachers must also be capable of modelling these proficiencies. Richardson makes an analogy between the abundance of information offered by technology and libraries: “If we’re to develop learners who can make sense of the whole library, we must already be able to do that ourselves. In other words, the adults in the room need to be learners first and teachers second” (Loc 473). 

The concepts of lifelong learning and continual professional development have been a significant part of my teacher education and career. However, I think with the busy-ness of trying to find a work-life balance, we may get stuck in our usual pathways and lessons as we attempt to complete curriculum expectations with what almost always feels like limited time. So, what changes and commitments can I make to continue to “be a master learner” and develop my pedagogy, with specific reference to ICT?

One of the best ways to learn is to READ. Read, filter, read, filter; find pathways to experts and new information on a regular basis. In Richardson’s book, he suggests other authors and educators who are making great strides in educational technology and inquiry. It’s easy to gloss over those sections to get to the more meaty, quotable stuff as a researcher – but wait! That’s the time to put on the breaks, get those names down and start researching them. One of the authors he mentions is Cathy Davidson who wrote Now You See It, published in 2011. After reading a sample on the Kindle Cloud, I decided to purchase it; this is something I wouldn’t typically do because for some reason I hesitate to spend money on myself, which includes buying books. However, this is one of the areas that I think needs to change for me. Of course, in a non-Covid time, I would see if I could get the book from a local library, but I also think that sometimes adults underestimate the power of professional learning from the experts, and that spending money on these things is a major debate for many people. I even hesitate to spend the money given to me by the district for professional materials and development. It makes no sense. So I’m going to work on changing my thinking on that and take advantage of the things that are literally at my fingertips. 

In Davidson’s book, she focuses new learning strategies on “attention blindness” (6). She explains that “Because focus means selection […] it leaves us with blind spots, and we need methods for working around them. Fortunately, given the interactive nature of most of our lives in the digital age, we have the tools to harness our different forms of attention and take advantage of them” (2). This is the photo negative if you will, of the research I did on the detriments of multitasking, because this talks about taking advantage of the distractions, calling them forms of attention instead. This reiterates a personal shift in my own thinking: as we remain open minded and willing to see things in a new way, we are more capable of coming up with creative solutions when we recognize our “blind spots”.  Davidson aims to show how we can use ICT to improve learning and creation, explaining that “The age we live in presents us with unique challenges to our attention. It requires a new form of attention and a different style of focus that necessitates both a new approach to learning and a redesign of the classroom and workplace” (10). I look forward to reading more of Now You See It, and committing to reading more about new pedagogy as I continue my development as a role model for others. I would also like to share good professional development titles with other teachers and perhaps start a learning library for staff, and in this way keep myself accountable to growth. 

Another person Will Richardson introduces to the reader is Shelley Wright, an educator who transformed her teaching and now has an “inquiry-based, technology-rich approach [where she learns] along with her students” (Loc 381). I found her on Twitter with the handle @wrightsroom, and clicked on a tweet that linked to Katie Martin’s blog; Martin is also an educator who promotes expert tech integration in the classroom. The article is called “Let’s Talk About Cell Phone Bans: Should We Limit Access or Teach Responsibility?” – and this article couldn’t be more fitting for not only my learning in this course, but for the great debate that has been going on at my school for years. But this was only accessed after taking a route with several “clicks” to get to the right place. This is the sort of thing I can model for my students when they are doing their own inquiry-based projects: sometimes the path you start on is not the path you end up on, and that can be really rewarding.

Awesome graphic from Katie Martin’s blog to show how quickly things have changed.

In her article, Martin states “What if we instead model and share our strategies and struggles to focus and prioritize with the many distractions we face? Many teachers are begging for support, resources, and strategies for how to engage, empower and connect with students? Can we try teaching responsible use and how to manage distractions (that will be a valuable life and work skill) instead of banning things in schools?” It is not only reassuring to see that many educators are struggling with the same things, but also reaffirms why professional development in ICT is so important at this stage of education, and why it should be a priority for districts and schools as they plan teacher-learning time. I also like that Martin focuses on the idea of modelling, not only successes, but also the struggles or roadblocks we may face as teachers trying to use new technologies.

There is often an underlying sense of embarrassment when you are unable to quickly resolve tech issues in the classroom. I don’t know if this harks back to my days of hauling in the massive “media carts” with a projector, speakers, and about a dozen wires to contend with, where 9 times out of 10, something would go wrong. Now we have HDMI cables! Now we have built-in projectors! (Yes, I recognize we are a very lucky district to have the funding for these things, and my hope is that this will be a priority for government spending to increase functionality and ease for educators).

And yet, there are still rings of “Miss, you know you can just press the spacebar and the video will pause, right? That drives me nuts when teachers don’t do that!” And with all of the “Put your phones away” and “Get off your phone” they hear from me, when I surreptitiously get out my phone to use Tiny Scanner to turn textbook pages (less than 10%, don’t worry copyright friends) into pdfs to post on Google Classroom, I feel like a kid sneaking candy while my parents are watching TV in another room. “Don’t worry, everyone! I’m just uploading the textbook pages onto Classroom, I’m not actually using my phone!”

Screenshot of my phone. I find organizing apps into categories helps keep me well, organized!

But the question is, why do I feel like I have to hide using my phone for professional purposes? We have gone so far in saying how detrimental and distracting phones are, yet there is some good reasoning out there to say that teaching management of phone use is more effective than banning it altogether. Richardson notes that with his school-aged son “[…] school is the only place in their lives where they can’t use the technology they carry around in their pockets and backpacks to answer questions” (Loc 326). Similarly, Martin aptly states that: “We can’t continue to approach a new era with old behaviors, ignoring or banning the technology that is so integrated into our daily lives.” Perhaps there is a middle ground where I don’t feel guilty having my phone out to do work, and neither do the students. And I do allow for phone use to look things up or read news articles if students don’t have another device at school with them. Although they are meant to BYOD, for various and obvious reasons, this isn’t always possible; and it is actually not possible to get a full class set of laptops, even in a very well funded school. 

Even more important is that our students are such an excellent resource for new technologies. When given the opportunity to create their own visual to demonstrate understanding of course content, I often come across students using great websites to create their graphic organizers. I always compliment them on their creativity and skills as individuals, but I think it’s time to take it a step further and make a living document, or some kind of shared space, where students can contribute apps and programs they find useful for completing school work. This could be accomplished through informal conversations in the classroom, where the teacher makes a list of apps and tools, and perhaps the students could be the ones to annotate them, explaining their uses, and also potentially, their drawbacks. After all, we want them to be thinking critically about the resources they are using as digital citizens. As a final goal, I would like to use a new technology per unit or major assessment, checking out sources like Explain Everything and Flipboard, titles that have come up in my recent research, with input from students too.

But I can handle minor embarrassments, and often reach out to students to help with tech issues by attending a little to their egos (while acknowledging my ‘old age’) – “Okay, who’s a tech expert who can help me with this?” Maybe it would be nice though, to actually be the tech expert in the classroom! There is a hesitation as we age to learn new things, but I have had many good role models who late in their careers were applying new technology and teaching methods. So I’m up for the task! I will admit that I hesitate on things like the Kindle reader as a standard method of textbook or educational reading. Before this course, given the choice, I would buy the textbook (I like to write in the margins, underline things, I am an English teacher, after all), but do you know how EASY it is to find the quote you want in the Kindle Cloud Reader?! It’s a simple Control-F, and a bit of discerning which quote is yours, and boom! Mind. Blown. It makes research life so much easier (although I would love a copy and paste option there too – does anyone know how to do that with Kindle text?). Sometimes small changes using technology can make a big impact on getting things done. 

No one suffers from embarrassment stress more than Mr. Garvy as a substitute teacher on Key & Peele’s comedy sketch show. Warning of language that may be offensive to some viewers.

If we spend a little time figuring out our own “blind spots” around learning and technology, we can start discovering ways to improve digital literacy for both ourselves and our students. Reading widely, setting achievable goals, talking to other educators, and taking small steps to integrate technology in our units and activities demonstrates to our students that we are lifelong learners. Isn’t that the main point of it all, anyways?

Works Cited

Davidson, Cathy N. Now You See It: How Technology and Brain Science Will Transform Schools and Business for the 21st Century. Kindle Edition, 2011. 

Martin, Katie L. “Let’s Talk About Cell Phone Bans: Should We Limit Access or Teach Responsibility?” WordPress, 25 March 2019. Accessed 23 July 2020. https://katielmartin.com/2019/03/25/lets-talk-about-cell-phone-bans-should-we-limit-access-or-teach-responsibility/

McNee, Darcy. “Module 4: Developing your own ICT skills and Pedagogy”. LIBE477B-93S, University of British Columbia, 2020.

Richardson, Will. Why School?: How Education Must Change When Learning and Information Are Everywhere. Kindle Edition, 2012.

Source for Featured Image: Coates, Sheree Alicia. “5 Reasons to Allow Students to use Cell Phones in Class”. WordPress, 4 August 2015. Accessed 23 July 2020. https://shereecoates.wordpress.com/2014/08/04/5-reasons-to-allow-students-to-use-cell-phones-in-class/

How leadership and joy can foster a strong reading culture in schools

Inquiry Blog Post #1

After my first year of university,  I switched my major from Science to Arts. Although I had succeeded in the sciences in high school, and had a passion for some of the areas of study, the rigorous nature of that first year program (and perhaps a bit of a lack of discipline living away from home for the first time) and the feeling that I was running on a treadwheel of memorizing facts for exams, led to a lot of frustration and “failures” to achieve what I was accustomed to. 

There was a lack of engagement for me, and the one of the only places where I felt truly invested was my “Survey of American Literature” course, the only elective spot available to me as a first-year science student. The reason I felt invested was because I felt more joy when reading the texts for the course; literature had always been an escape for me, but now it was also a place of great learning about history, culture, and social issues. And I thought to myself: how do I want to spend my hours and years of university study? Wouldn’t I be happier spending time on something that brought me joy? Something I was passionate about?

This was the book we read for the survey course on American Literature. “Rip Van Winkle” by Washington Irving was one of my favourites.

Given this background on my learning, it is a bit embarrassing to admit that I have a lot of room to grow when it comes to fostering a reading culture in my classroom. I teach English and Social Studies at the secondary level, two courses where reading is central to learning. In my English classroom, every year begins with a visit to the school library so that students can pick their own silent reading book. Our teacher-librarians do an incredible job of doing an “orientation” to the reading resources available, and always pull out a number of titles they know appeal to that grade-level. They are knowledgeable and make connections to popular culture. I typically can’t help jumping in and giving opinions on book titles, and then make a point of walking around with students who are having difficulty choosing a silent reading book. This is one of my strengths – passing along a passion for reading, and also making students feel seen by providing them with specific suggestions for a book. “I think you’d really like this” is such a simple phrase, but can go a long way in how a student feels that they are seen as an individual in your classroom. 

One of the ways I get to know students at the beginning of the year is through a questionnaire that they fill out on their interests and what genres they like to read and write in (I teach a number of creative writing courses). This helps me guide them when we go to the library, but also informal conversations on the spot about topics they like is a great way to connect with them. 

In my research on fostering reading culture using technology, I found an article by Monica Burns titled “Cultivating a Love of Reading in the Digital Age: Four tips for taking advantage of apps and other tools to encourage students to read”. The first tip is to “Learn about their interests to give them a choice in what they read”, which is typically done through a paper questionnaire in my classroom. However, she presents a different, technological way to engage students in sharing their interests. This can include using Kahoot to find out what students enjoy, or to “use virtual exit slips to get a feel for topics students would like to learn more about” done through Spark Post. I have used an exit “ticket” in the past, but I really like the idea of using technology to have students answer questions and share their interests. 

Another suggestion Burns provides is to “Provide access to a wide variety of texts”, which I completely agree with. Again, we have a great team in the school library, who do an excellent job of providing a variety of reading materials that represent different cultures, social issues, perspectives, reading levels, etc. However, students are often drawn to reading the same type of literature over and over. In a study done in Nigerian schools on promoting reading culture, published in Library Philosophy & Practice in October 2018, it recommends that students should “read widely” and that “students [should] read outside their preferred genres” in order to “build a wide vocabulary and broad background knowledge” (34). This is something that both English teachers and teacher-librarians can promote. 

Four Tips for Taking Advantage of Apps and Other Tools
to Encourage Students to Read (from Burns)
1. Learn about their interests to give them a choice in what they read.
2. Provide access to a wide variety of texts.
3. Find mentor readers to inspire them.
4.  Foster a community of supportive and encouraging fellow readers
With credit to Monica Burns “Cultivating a Love of Reading in the Digital Age: Four tips for taking advantage of apps and other tools to encourage students to read”.

Furthermore, in a case study done in Singapore on reading in six secondary schools, published in 2017, they explain that good readers are more motivated to read since they are better at decoding and gaining information from a variety of texts. The authors state that “Besides gains in reading comprehension, vocabulary growth, spelling ability, grammatical usage and writing style, students who read well are able to access more texts and knowledge through wide and varied reading (Cunningham and Stanovich, 1998). This ‘information capital’ (Neuman and Celano, 2012) that students acquire through extensive and wide reading leads to acquisition of more knowledge, including those required for doing well in academic subjects” (335). This seems obvious that good literacy begets good literacy, but I never made the link between silent reading, which I always viewed as for pleasure, and the ability to succeed more widely on content-based reading for other subjects.  

I always start the year strong with silent reading in my English classes. Students typically get 15-20 minutes at the beginning of each class to silent read, with some sessions extended longer for them to really “get into” what they are reading. One of the drawbacks of this is that some students don’t see the value in silent reading, so they are more inclined to be late and miss reading completely, not viewing it as learning time. This made me reconsider and place it at the end of the lesson instead, but oftentimes we get so caught up in that day’s learning that we run out of time for planned activities, let alone silent reading. This is one of the challenges I would like to work on, especially given that once we get into the novel study, silent reading of personal books is replaced by aiming to get through the novel. 

Last year, I had a contest in my English 10 class to see who could read the most books by the end of June. Although I didn’t do a very good job tracking it throughout the year, I went on the honour system with an end-of-course questionnaire which included a question on how many books they had read since September. The top three students got a prize – a classic book or a journal to write in (both found for affordable prices at Indigo). The students were so grateful and surprised I had followed through with the contest, and it was a very touching moment to recognize these readers in front of the class. However, I’m not sure how well this addressed my students who struggle with literacy, and may have reinforced already strong readers (which is also great, but I would like to encourage all levels of readers to engage in a positive reading culture).

Classic book title available at Indigo for $6. Nicely published with cover art that appeals to modern audiences.

In the article “Using Technology to Cultivate a Culture of Readers” written by Katie Stover Kelly and found on Literacy Now, the author suggests using Biblionasium to track titles read by students. Once the teacher has set up the digital classroom, “each student can add books to their virtual bookshelves” (Stover Kelly). This is a great way to integrate technology into my previous contest that recognizes reading for pleasure; yet, I would like to see something like Biblionasium for high school students, since it seems a bit young for them. Goodreads is likewise mentioned by Katie Stover Kelly, but I’m not sure how user-friendly it is for the classroom setting, since the author mentions: “Many adults use Goodreads to track reading lists, rate books, write reviews, and connect with other readers for book recommendations” (emphasis added). It would not be managed by an educator in the same way as Biblionasium, so I would be curious to learn more about the application of Goodreads in the classroom.

One of the most significant ways to develop a great reading culture in schools is through leadership. Administrators who prioritize library use and reading widely are invaluable to promoting literacy. In a study of library use in Nigerian schools from the article “The Role of School Libraries in Promoting Reading Culture among Secondary School Students: A Case Study of Federal Government College, Jos.”, it recognized that “[t]he school management should integrate school library programs into the overall school curriculum. They should set aside time for independent reading/library periods. Time for reading independently doesn’t just happen” (345). The last sentence resonated with me, because I think it’s true that integrating reading time into the daily curriculum will promote overall literacy. In addition, Monica Burns states that “[e]ven in a world with all this technology, it’s still important to allow time for reading in class […] Setting aside time on the schedule shows students you value their reading lives and encourages them to spend time in new books and old favorites”. These recommendations make it even more important to stick with the silent reading as part of daily lessons, and reiterating to students the significant learning that takes place during this time. 

Recommendations from “The Role of School Libraries in Promoting
Reading Culture among Secondary School Students” (Nigerian study)
1. Teacher librarians should encourage students to read widely.
2. Host book clubs for students and parents.
3. Support author visits.
4. Integrate school library programs into the overall school curriculum (led by school management).
5. Sponsor a young author conference.
Adapted from “The Role of School Libraries in Promoting Reading Culture among Secondary School Students” with credit to
Tyson, K. (2013). 25 ways schools can promote literacy and independent reading. Retrieved from: http://www.learningunlimitedllc.com

Going back to the Singapore example discussed in “Building a Successful Reading Culture through the School Library: A Case Study of a Singapore Secondary School,” the authors discovered that one school in particular had done an expert job at creating a reading culture in the school, where “68.9% of the students enjoyed reading” (345). They found “that most students read for pleasure (e.g. reading is my hobby, I read for enjoyment, I read for relaxation). [And that s]tudents also saw reading as part of their learning and were happy with the fact that reading was encouraged rather than enforced in school. Despite the lack of monitoring by school staff, students were often seen reading and shared that they saw reading as a legitimate and valuable activity to engage in” (345). This is in direct contrast to the Nigerian case study that found that “students depend chiefly on textbooks, (88.6%), and their teachers (lecture notes) (70.9%) and novels (78.3%) as the most important source of reading material. This finding affirms […] that students read only to pass examinations. They don’t [see] poetry, comics and newspapers as [being] important” (32). I think this statement can apply to many schools across North America too, as I have personally witnessed the groans over poetry, and the lack of interest in reading the news. In this case study, they portion some of the blame on “[t]echnology and the rise of social media. […] [Y]oung adults spend hours watching televisions, and chatting on social sites at the detriment of reading” (1). The purpose of the study was to promote reading for pleasure through a strong school library and by promoting reading in the community.

Just in case you forgot how awesome and powerful poetry is, watch this TedTalk by Phil Kaye, who shares two of his own poems and discusses the power of writing poetry with inmates in maximum security prison.

The successful school reading culture in Singapore would not have been possible without great leadership within Quest secondary school. There are four recommendations for promoting a reading culture in the article by Loh et al., and the final one is titled “Building an ecology for reading” (344). This means that in order “[t]o build a reading culture, there needs to be an ecology of reading within the school with the principal leading the way (Francois, 2015). The emphasis on reading in Quest was driven by the principal, an avid reader himself, and supported by the staff” (344). This principal modeled reading as a significant part of the learning community, and encouraged not only students, but staff to read more frequently. Loh states that “He was an example to his staff, often sending out readings through Twitter to selected staff to encourage them to read to learn more about their content area or to inspire them in life and in work” (344). 

How to Promote a Strong Reading Culture through
School Libraries (from the Singapore Case Study)
1. Make books visible.
2. Create programs to excite readers and non-readers.
3. Design conducive spaces for reading.
4. Build an ecology for reading.
Adapted from: Loh, Chin Ee, et al. “Building a Successful Reading Culture through the School Library: A Case Study of a Singapore Secondary School.”

In the Canadian Library Association’s Leading Learning: Standards of Practice for School Library Learning Commons in Canada, one of the foundational rubrics “Advancing the Learning Community to achieve school goals”, includes “Principal Collaborative Role” as one of its themes. An Established library learning commons will have “Principals [that] encourage all teachers to work collaboratively with LLC staff to utilize programs, spaces, resources and technologies for learning”, while “Leading into the Future” sees “Principals as advocates and ambassadors for advancing the LLC” (13). At Quest in Singapore, the principal was definitely a leader of the future through positive modelling to promote a strong reading culture in his school. 

CLA. Leading Learning: Standards of Practice for School Library Learning Commons in Canada. Canadian Library Association, 2014.

In my own small ways, I think that my passion for literature and reading comes across to my students in the classroom. One of my many great memories of teaching English is being able to read aloud with my students, stopping at significant moments, discussing our reactions, and making connections to our own lives as well as local and global issues. The Marrow Thieves by Cherie Dimaline is one of my favourite read aloud texts since there are so many beautifully written passages, in addition to thought-provoking and very surprising twists and turns. I read with gusto and often exclaim: “Oh my gosh, isn’t that just crazy?! Isn’t that just the best?!” I don’t like to have students sit passively for too long in the classroom (I typically aim to plan the lessons in three parts), but some days we get into the novel so thoroughly that when I ask if they want to keep going, there is a resounding “Yes!” This has to be one of the best moments when teaching a group of 15-year-olds who will happily be read to. 

If you don’t know about Cherie Dimaline, Metis author who wrote The Marrow Thieves and Empire of Wild among other titles, then you’re welcome. Here she talks about the power of prose to explore past social issues and provide empowerment to youth in The Marrow Thieves.

My aim would be to harness this positive energy into their own reading, and to encourage them to read more for pleasure both in and out of the classroom. For many of them, they would prefer to write their own stories rather than read, which of course I am happy to encourage them to do, but I think some of them fail to see the link between reading widely and writing successfully. And how do we compete for their attention when there are so many bite size TikToks and YouTube videos to consume? How do we get the message across that reading is the very foundation for success in all the other aspects of their lives? Finding what they love and feel passionate about is definitely a good place to start, and for this science-turned-english-literature nerd, I hope I can model reading as lifelong learning to my students. 

Works Cited

Burns, Monica. “Cultivating a Love of Reading in the Digital Age: Four tips for taking advantage of apps and other tools to encourage students to read”. Edutopia, George Lucas Educational Foundation, November 2017. Accessed 21 July 2020. https://www.edutopia.org/article/cultivating-love-reading-digital-age

CLA. Leading Learning: Standards of Practice for School Library Learning Commons in Canada. Canadian Library Association, 2014. Accessed 21 July 2020. http://llsop.canadianschoollibraries.ca/wp-content/uploads/2016/09/llsop.pdf

Danladi, Diyoshak Rhoda, and Yohanna Rejoice Soko. “The Role of School Libraries in Promoting Reading Culture among Secondary School Students: A Case Study of Federal Government College, Jos.” Library Philosophy & Practice, Oct. 2018, pp. 1–40. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=lls&AN=133865535&site=ehost-live&scope=site.

Loh, Chin Ee, et al. “Building a Successful Reading Culture through the School Library: A Case Study of a Singapore Secondary School.” IFLA Journal, vol.43, no. 4, Dec. 2017, pp. 335-47, DOI:10.1177/0340035217732069. Accessed 21 July 2020. 

Stover Kelly, Katie. “Using Technology to Cultivate a Culture of Readers”, Literacy Now, International Literacy Association. Sept. 2017. Accessed 21 July 2020. https://literacyworldwide.org/blog/literacy-now/2017/09/01/using-technology-to-cultivate-a-culture-of-readers

The impacts of multi-tasking and metacognition on autonomous digital learning

Reading Review Part B

Introduction

In this reading review, I wanted to expand on my learning by exploring sources that include some of the key words and topics from Reading Review Part A. I discovered some interesting techniques for time management, especially in the context of the influx of distractions we experience as digital workers and learners. These resources build on the ideas that learner autonomy and effective metacognition have a great impact on investment and achievement of goals. They showcase the digital skills our students already possess, and consider how these can be transferred from a personal to professional setting.

List of Keywords and Ideas from Reading Review Part A

  • digital citizenship
  • media balance
  • media literacy
  • computer literacy
  • metacognition
  • impact of multitasking
  • impact of technology on the brain
  • strategies to use technology efficiently
Photo by Vlada Karpovich on Pexels.com

Source 1: Journal article from The Internet and Higher Education “Tapping into students’ digital literacy and designing negotiated learning to promote learner autonomy” by Yu-Liang Ting 

This article by Yu-Liang Ting was discovered through the UBC Library website, and examines how students are digital natives and learn technological skills autonomously. It attempts to address the transfer of ICT adeptness from student use in daily lives, for entertainment purposes, to use in the classroom. In the abstract it states: “This study takes a further step by relating students’ digital literacy to their school curriculum and using the pedagogy of negotiated learning to improve their learning autonomy” (25). Ting posits that adolescents can “navigat[e…] a hypermedia environment” (25) and that their “digital literacy is acquired […] without any request from their parents or school. They are motivated by their need for personal entertainment and social life” (26). 

In order to achieve more learner autonomy for educational purposes, the author examines the concept of “negotiated learning” (26) which is a collaborative process between student and teacher, and which capitalizes on existing ICT knowledge. Ting states that “[d]uring the negotiation process, teachers, with better understanding of students’ background knowledge and their learning goals, may find the way to scaffold them along the continuum” of “[t]he ICT-related course content and students’ digital literacy” (26). Moreover, in this negotiated process “students [….] to make decisions about their own learning and perceive themselves as being in control, which is an essential aspect of learners’ autonomy” (26).  In my opinion, this article is relevant to my discussion of metacognition and digital literacy, since this type of personal investment in a student’s learning has a significant impact on engagement and will have a direct impact on learning outcomes. 

Furthermore, the article explores negotiated learning in context, and provides a clear example of how to use negotiated learning in the scaffolding of curricular competencies for an engineering course in multimedia technology (27). There is a balance between “negotiable” and “non-negotiable” elements throughout the delivery and assessment of course content. Many surveys were conducted throughout the course on technology use, negotiated learning, and learning autonomy. In Table 3, it examines “Comparison of pre- and post-activity learning autonomy” (30). Ting noted that “[t]wo major difficulties faced during the course were reported” (30). The first was “information overload” from “the huge amount of data acquired from the Web for preparing the presentation”, and the second issue was “the technical difficulties in adopting multimedia tools for making the presentation” (30). 

In my opinion, these are problems faced by all digital learners, particularly in the context of remote learning for high school students who are not accustomed to managing their time without the confines of the physical school classroom.

Source 2: Study on “An implementation to reduce internal/external interruptions in Agile software development using [the] Pomodoro technique” by Mintra Ruensuk from the  2016 IEEE/ACIS 15th International Conference on Computer and Information Science (ICIS)

This article by Mintra Ruensuk, from the Department of Information Technology at Stamford International University, examines how using the Pomodoro time management technique helps to increase the focus and productivity of software developers. Although the article has some major grammatical issues that interfere at times, the overall concept/experiment is applicable to healthy media balance and using digital technology to support time management. 

I discovered this article through the UBC Library webpage, after discovering the term “Pomodoro Technique” from a TED Talk by a student who explains how it positively and universally changed her study habits. The Pomodoro Technique was created by Francesco Cirillo in the 1980s, and is based on the concept of “pomodoros” or 25-minute units of time, used to focus on one task. It was named after the pomodoro (tomato) timer originally used to track the time by Cirillo. After each pomodoro, you can take a short break; after 4 “pomodoros”, it is suggested to take a longer, 30-minute break, where “[y]our brain will use this time to assimilate new information and rest before the next round of Pomodoros” (Cirillo). The tagline for Cirillo’s webpage is “Work Smarter, Not Harder”, which really speaks to my desire to educate students on working more efficiently in a digital environment. 

The study from the Ruensuk article looked at internal and external interruptions. Internal interruptions were further categorized as the “need to access Facebook”, “the need to access Twitter”, “the need to leave a work space”, etc.; external interruptions are what you would expect them to be, such as interruptions from colleagues or from something you cannot control (2). The software developers were assessed based on the speed with which tasks were completed, and the satisfaction they felt both individually and as a team (3). 

It was discovered that tasks were completed with more efficiency using the Pomodoro technique; in the example given (Fig. 4 and 5), by using time management checks, the software development task was completed one hour more quickly (3). The study also yielded interesting results in terms of the amount of internal interruptions – these were found to be highest in the first Pomodoro time “Sprint”, and decreased as the developers continued further and further into the time blocks (4). In my opinion, they showed autonomous learning and metacognition as they recognized the impact of interruptions on their productivity. 

Time Management App through the Apple Store

I did a bit of research and found a few Apple Apps that use Pomodoro Method:

Be Focused: https://apps.apple.com/ca/app/be-focused-focus-timer/id973134470?mt=12

Focus Keeper – Time Management (uses a tomato cut in half as a nod to Pomodoro) https://apps.apple.com/ca/app/focus-keeper-time-management/id867374917

Source 3: Journal article “Preference for multitasking, technological dependency, student metacognition, & pervasive technology use: An experimental intervention” by Colin A. Terry, Punya Mishra, and Cary J. Roseth from Computers in Human Behaviour, Vol. 65

This article by Colin A. Terry, Punya Mishra, and Cary J. Roseth looks at the role of student metacognition in abating the negative effects of multitasking and ubiquitous technology-use. The authors note that “[e]ducators are consistently witnessing and combatting student technology-enabled multi-tasking and misuse. Yet, there exist critical research gaps related to how educators may appropriately address and potentially mitigate this problematic and pervasive phenomenon” (241-2). To address these issues, the authors considered the attitudes of students towards multitasking and aimed to “practically advance the burgeoning body of literature towards applicable considerations focused on individual multitasking behavior and subsequent educational responses” (242). Practical applications for student management of their seemingly endless tasks is of great importance to me as an educator.

It examines the neurological basis for multitasking and the areas of the brain triggered and affected by multitasking. The article acknowledges that the “foremost concern with pervasive student multitasking is more directly related to the negative performance implications” (243). They cite various studies on the connection between metacognition and self-regulation of technology, and conclude that “[e]mpowering older students to regulate their behavior and utilize their mental faculties – harkening the relevance of self-regulation and metacognition – has amassed the most conjectured confidence in extant research” (243). 

The bulk of the article looks at the procedures used for experimentation, the experiment itself, and the results. The main focus of the study is to look at “the potential empirical relationship(s) between attitude, technology use, preference for multitasking, and metacognitive awareness” (243), and to better understand if there is truly a correlation between metacognition and the ability to pacify undesirable media multitasking. They used the “Media and Technology Usage and Attitudes Scale (MTUAS), a measure to capture self-reported frequency rather than self-reported time for multitasking” developed by Rosen, Whaling, Carrier, et al. (2013), in addition to the “Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, Garcia, & McKeachie, 1991)” (243-4). 

In addition, they included five questions to examine multitasking habits:

  • Do you believe personal technology (laptops, cell phones, etc.) generally hurts or generally supports your work as a student? Please explain.
  • Do you often multitask during school activities (in class, while studying, doing homework)? If yes, why? If no, why?
  • Do you often feel distracted doing school work? If yes, what distracts you? If no, what helps you keep focus?
  • Did your multitasking behavior or use of technology change since completing this same survey over a week ago? If yes, how?
  • You received many texts over the past week. Did these texts change your behavior or thinking? If yes, please explain. If no, please explain. (244)

These are excellent questions to determine student attitudes towards technology, distraction, and multitasking, and would be a great tool to use in the high school classroom in a discussion of metacognition and media balance.

In Parts 4 and 5 of the article, the authors outline “Experimental intervention: results and discussion” and “Conclusions and limitations” respectively (247-9). I will spend more time examining these as we move forward in our learning and inquiry, and consider how these results may impact media literacy education in the classroom.

Conclusion

Given how we are so dependant on technology to socialize and work, it is beneficial to all ages and disciplines to understand the impacts of multitasking and distractions on our productivity, and find ways to counter the negative effects on our brains. By working closely with students, negotiating with them and encouraging them to evaluate their own learning habits, we can help them overcome the more significant challenges of remote and digital learning.

Works Cited

Cirillo, Francesco. “The Pomodoro Technique.” Francesco Cirillo: Work Smarter,
     Not Harder, Cirillo Consulting, francescocirillo.com/pages/
     pomodoro-technique. Accessed 15 July 2020.

Ruensuk, Mintra. “An implementation to reduce internal/external interruptions in
     Agile software development using [the] Pomodoro technique.” 2016 IEEE/ACIS
     15th International Conference on Computer and Information Science (ICIS),
     25 Aug. 2016, pp. 1-4, DOI:10.1109/ICIS.2016.7550835. Accessed 15 July
     2020.

Savitsky, Yana. “How a student changed her study habits by setting goals and managing time.” YouTube, uploaded by TEDx Talks, 30 Apr. 2019, www.youtube.com/watch?v=z7e7gtU3PHY. Accessed 15 July 2020.

Terry, Colin A., et al. “Preference for multitasking, technological dependency,
     student metacognition, and pervasive technology use: An experimental
     intervention.” Computers in Human Behavior, vol. 65, Dec. 2016, pp. 241-51,
     DOI:10.1016/j.chb.2016.08.009. Accessed 15 July 2020.

Ting, Yu-Liang. “Tapping into students’ digital literacy and designing negotiated learning to promote learner autonomy.” The Internet and Higher Education, vol. 26, July 2015, pp. 25-32, doi:10.1016/j.iheduc.2015.04.004. Accessed 15 July 2020.

Positive feedback loop: how technology can support healthy digital habits

Reading Review Part A

We are two weeks out of one of the most challenging teaching situations in modern history: the Covid-19 pandemic and its deleterious effects on classroom learning. Educators and students alike scrambled to take on new technologies, yearning for the “days of old” and the traditional classroom setting. The irony of this is not lost on educators – most of my high school students exclaimed with surprise at how much they missed physical school, while in pre-Covid times the complaints rolled in on a daily basis, preferring their phones to classroom learning.

Even for this tech-obsessed generation, the shock of moving to exclusive remote learning was a massive one. In a non-semestered school like mine, most students were juggling 8 courses, many of which had assignments and questions to complete on a weekly basis, if not more regularly. Although many teachers committed to the district-funded Google Classroom platform, some teachers preferred Edmodo or other sites for course content, adding to the stress of the students. When we returned onsite in June, many teachers discussed the need for student education on how to manage their time and how to manage new programs and platforms in the remote learning era. For example: how does one troubleshoot when a digital file from a teacher won’t open?; how do you fix a microphone or camera that isn’t working?; how do you transfer file formats to submit work? These issues are time-consuming to address, on top of the time management piece required to complete assignments, with the expectation of a strong level of engagement thrown in there too. There is much concern among educators about student feedback on their stress levels, and we need more ways to support them.

In Why School: How Education Must Change When Learning and Information Are Everywhere, Will Richardson examines the impact of digital technologies and the Internet on traditional learning structures. He believes that digital learning can be instrumental in “Developing creativity, persistence, and the skills for patient problem-solving” (Loc 283) in ways that traditional assessments, such as standardized testing cannot. He also examines the gap between access to an abundance of readily available information and the skills to use that information wisely. Richardson states: “Access doesn’t automatically come with an ability to use the Web well. We aren’t suddenly self-directed, organized, and literate enough to make sense of all the people and information online […] Access doesn’t grant the ability to stay on task when we need to get something done” (Loc 168). In other words, for “modern literacies”, such as those outlined by the National Council of Teachers of English (NCTE), our students are “illiterate” (Loc 183). These modern literacies require students to:

  1. develop proficiency with the tools of technology
  2. build relationships with others to pose and solve problems collaboratively and cross-culturally
  3. design and share information for global communities to meet a variety of purposes
  4. manage, analyze and synthesize multiple streams of simultaneous information
  5. create, critique, analyze and evaluate multimedia texts
  6. attend to the ethical responsibilities required by these complex environments (Richardson Loc 168)

The literacies outlined in numbers 1 and 4 stood out as significant to the topics of digital citizenship and media literacy, two areas of interest to me in this course.

The first NCTE “21st-century literacy” is to “develop proficiency with the tools of technology” (Richardson Loc 168). This connects to computer literacy as part of media literacy, as outlined in the Information Literacy graphic in Figure 1 below (McNee). With improved media literacy and computing skills (both basic and complex), students can more effectively manage online learning.

FIGURE 1: From McNee, Darcy. “Module 1: Introductions, Why School, + Reading Review Part A.” LIBE 477B 93S, University of British Columbia, July 2020.

In particular, I want to explore how students can reduce their workload and stress levels by becoming more efficient at completing online tasks in two ways. One, by improving their knowledge of computing skills and use of various educational technologies; and two, by improving efficiency through the use of time management apps, metacognition, and education around healthy habits or “media balance”. According to Common Sense Education, media balance is “using media in a way that feels healthy and in balance with other life activities (family, friends, school, hobbies, etc.)”. This idea is reflected in “BC’s Digital Literacy Framework” which outlines six areas for students to master as they move through the education system. As part of “Digital Citizenship”, students should be taught a “Balanced Attitude Towards Technology”, which includes “manag[ing] the potentially distracting aspects of working digitally” (7) and managing “multiple streams of simultaneous information” (Richardson Loc 168). In recent years, many studies have examined the effects of multitasking and distractions on productivity and focus. With better self-knowledge (metacognition) and tool proficiency, hopefully we can improve student creativity and accomplishment.

Dr. Paul Mohapel, Associate faculty member at Royal Roads University, is a former psychologist and neuroscientist who discusses the impact of multitasking on our brains in “The Dark Side of Our Devices”. He explains that “[…] if you’re deeply immersed in one task, let’s say you’re very focused, and you get interrupted for one minute – it takes you 15 minutes to regain the same level of concentration that you had before the interruption. So you start to see how that becomes very inefficient. You don’t get as much depth in terms of your concentration when you’re trying to do multiple things at the same time” (Mohapel). This is very disconcerting considering the frequency with which people are distracted by notifications on their devices, or the temptation to check an updated social media stream. In teens, where self-control is even more difficult to attain based on brain development, that temptation can be constant.

Dr. Mohapel also references a study out of the University of Sussex, conducted in September 2014, which focused on the effects of multitasking on the brain. This study found that multitaskers, for example people who were watching TV while simultaneously checking their phones, were experiencing thinning of the prefrontal cortex. When “they imaged their brains”, they found that “the more people multitask, [the more] they had certain parts of the brain that actually were shrivelling up and deteriorating [with] less cortical thickness in one area in particular in the prefrontal cortex […] an area called the anterior cingulate cortex, which is important for regulating emotions, empathy, [and] social skills. That area was thinning most dramatically”. Thus, educating our students on how to manage their study time without distractions, and how to enjoy a healthy media balance, is even more imperative.

A significant part of media balance for learners is knowing how and when to use the appropriate tools to support learning, which is based on metacognition. On a very basic level, metacognition is the knowledge of how one constructs knowledge. Geraldine Clareabout et al. define metacognition as: “knowledge of what and how factors act and interact to affect learning processes, knowledge of how to use available information to achieve a goal, knowledge of what strategies to use for particular purposes, and knowledge of when and where particular cognitive strategies should be used” (187). In Clareabout et al.’s article “Metacognition and the Use of Tools” from the International Handbook of Metacognition and Learning Technologies, the authors examine the relationship between appropriate tool usage and metacognition. They postulate that “Learners’ metacognitive skills influence tool usage: The extent to which learners are able to detect their own learning problems and are capable of regulating their own learning will determine the extent to which they will be inclined to use support devices to solve these problems (Mercier & Frederiksen, 2007 )” (189).

Similarly, in “BC’s Digital Literacy Framework”, in the area of “Critical Thinking, Problem Solving, and Decision Making”, it states that “A digitally literate person uses ICT to improve his/her learning performance” (2). Overall, we need to devote more time to digital tools that can support both staff and students in learning more efficiently and improving their media literacy and digital citizenship; this is a topic I would like to explore further in terms of practical applications and supports. For example, the Common Sense Education website pointed me towards the app called Moment, whose motto is “Less phone. More real life.” and is meant to help track and teach users about healthy screen use.

Lastly, in terms of curricular connections, these aspects of media literacy, digital citizenship, and metacognition relate to BC’s Core Competencies for all students. In the categories of Thinking and Personal/Social, we can see that improving use of digital tools and healthy media balance contribute to overall well-being and success. In the core competency of Thinking, it states that “Thinking competence includes specific thinking skills as well as habits of mind, and metacognitive awareness. These are used to process information from a variety of sources, including thoughts and feelings that arise from the subconscious and unconscious mind and from embodied cognition, to create new understandings” (“Core Competencies”). Meanwhile, in Personal and Social, “competency encompasses what students need to thrive as individuals, to understand and care about themselves and others, and to find and achieve their purposes in the world” (“Core Competencies”). A significant part of thriving is being aware of your own learning, and being aware of the impacts of technology on your overall health and accomplishment of goals. By educating students on the best digital tools to support in-depth, effective learning, they will acquire lifelong skills to help them succeed.

Works Cited

“B.C.’s Digital Literacy Framework”. British Columbia, Province of British Columbia, 2020. Accessed July 8 2020. https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teaching-tools/digital-literacy-framework.pdf

Clareabout, Geraldine et al. “Metacognition and the Use of Tools”. International Handbook of Metacognition and Learning Technologies, edited by Roger Azevedo and Vincent Aleven, Springer, 2013. pp. 187-195.

“Core Competencies: BC’s New Curriculum”. British Columbia, Province of British Columbia, 2020. Accessed July 11 2020. https://curriculum.gov.bc.ca/competencies

“Dr Paul Mohapel: The Dark Side of Our Devices”. YouTube, 19 February 2015. https://www.youtube.com/watch?v=M4I4Ma0R330

“How can I use media in healthy ways that give meaning and add value to my life?” Common Sense Education, Common Sense Media, N.d. Accessed 10 July 2020.  https://www.commonsense.org/education/digital-citizenship/topic/media-balance-and-well-being

McNee, Darcy. “Module 1: Introductions, Why School, + Reading Review Part A.” LIBE 477B 93S, University of British Columbia, July 2020.

Richardson, Will. Why School?: How Education Must Change When Learning and Information Are Everywhere. Kindle Edition, 2012.

Reference Redesign: creating space to engage and empower students

Source for feature image: Tatiana Gulyaeva

Introduction

“‘The half of knowledge is knowing where to find it’”

(qtd. in Riedling 3)

Reference areas are significant in the development of information literacy at all levels in our schools. Research shows that “student achievement is linked with the library programs promoting effective use of reference and information services” (Riedling 4). In West Vancouver, the teacher-librarians show dedicated leadership in successful reference services, exhibiting expertise in all three areas as outlined by Ann Riedling in Reference Skills for the School Librarian:

  1. knowledge of the library media collection, electronic information resources, and tools
  2. effective conversational skills (communication)
  3. competence in selecting, acquiring, and evaluating resources to meet students’ needs (Riedling 4)

I have witnessed this first-hand as a teacher, and also as a diploma candidate in the LIBE program at UBC, where I am continually seeking guidance from these experts.

However, our school library does not currently have a dedicated reference area. The teacher-librarians have recognized this as needing significant improvement and are committed to changing this over the next few years. According to the Canadian Library Association, modern school libraries “should be contextually relevant to student need and success, and built, cared for, measured, renewed and sustained on an ongoing basis by their learning communities” (4).

Presently, there are several reference texts in our collection that are shelved with other non-fiction texts. In addition, there is 8-10 ft of low shelving with separate reference sources, but these are hard to see and often encumbered by student seating. The reference shelves include a handful of encyclopedias; thematic, historical, and general atlases; and dictionaries and thesauri. This organization of reference sources is recognized as “[t]he middle road on [the] argument” of reference storage, which is “to integrate some references and to also keep a separate collection” (Mueller Lesson 6). Thus, the overall concept at our library does not need to change, it just needs a bit of tweaking.

Given the high cost of reference sources, it is important to provide a designated space for students to engage with both print and digital sources. Our student population is full of curious, intellectual students who are fascinated by various historical and contemporary topics.

According to the Standards of Practice published by the Canadian Library Association in 2014, in a Library Learning Commons, “Inquiry [and] project/problem-based learning experiences are designed as catalysts for intellectual engagement with information, ideas, thinking, and dialogue” (5). What better place to develop inquiry and project-based learning than in reference services? Why not pique student interest in something new by having a devoted reference area with clear signage, displays of great reference works, comfortable seating, and easy access to digital sources?

We can do this by transforming the library computer lab, which does not have enough computers to host a full class, into a reference area, an idea conceived by our current teacher-librarian. We briefly discussed the use of shelving, retention of some computers, and new seating, which I will examine more thoroughly in my evaluation criteria for strong reference services.

As Riedling says, “‘Inquiring minds want to know the correct information quickly’” (3). Not only will we maximize use of space by converting the underused computer lab to a separate work area in the library, but we will also be highlighting how to best use reference sources to help students become information literate citizens.

Evaluation Criteria for Strong Reference Services

As we evaluate our current reference services and examine other options, it is important to establish a criteria. These have been applied in Figure 1, “Reference Services Redesign” created to update the reference area in our school library.

  1. Accessibility and Layout: references are easy to access by students via appropriate signage and shelving; instructions for reference use are clear and permanent (use of posters and electronic instructions that can be accessed at home); there is sufficient space and options to work with different print or digital resources; there is an area that can be used for the reference interview.
  2. Aesthetics and Comfort: design/access to information is not overwhelming; references are put on display to highlight myriad of information and artistry; workspace is appealing to students; seating is comfortable and provides options to sit or stand, work alone or individually.
  3. Variety and Currency of Sources: this includes both print and electronic sources, with a heavier focus on the latter; there is a variety of references for both print and electronic, based on student and staff needs; sources are kept up-to-date where necessary.

Figure 1: Reference Services Redesign

Accessibility and Layout

One of the two basic functions of library media centre services is to provide “instruction or guidance in the use of information sources” (Riedling 5). Although much of this is done through traditional teaching, we are aiming to foster independence in students. In fact, two of the Common Core Standards for college and career readiness in the United States are for students to: “demonstrate independence” and “use technology and media strategically and capably” (9). The BCTLA Points of Inquiry document echoes this idea and states that “[c]ommitted 21st Century educators […] move to the side and work to guide or ‘scaffold’ the learning [and] encourage students to have more authority over their own knowledge and inquiry” (5).

Our current teacher-librarians do an expert job of modelling proper resource use and providing clear instructions or pathways for students to successfully use reference databases at home. However, this caters towards students who are already very organized, as the database passwords are provided on a bookmark-sized paper, which must be given by the teacher-librarian. This is in part to protect the use of databases by outside users.  Although we can post passwords on Google Classroom (perhaps a one-stop post at the beginning of the school year could work for this), this requires that a student remember where to locate the information.

Whether we like it or not, many students are more likely to take a photo of instructions with their phone than remember they have a paper with passwords. Having clear, permanent instructions on desktops or on the wall for students to follow in the reference area will help achieve this goal. For example, a poster that explains how to log in and use Noodle Tools; a step-by-step guide on how to get to the library’s database access online (including passwords); or some rules to follow when determining whether a source is reliable.

On their library website, West Vancouver School District provides videos on reference use and other instructions on how to use Noodle Tools. This is excellent information to provide to students who need guidance outside of school hours; however, promotion of these tools within the school and classroom is needed.

Every September, the teacher-librarians present their range of services to staff. After this presentation, perhaps 10 minutes could be devoted to teachers coming together to brainstorm ideas on use of specific references in their lesson planning, in an effort to promote more resource use. There are so many great connections to most of the courses in our curriculum, and I was surprised to hear that some teachers do not use reference services at all. Creating a poster with ideas provided by the staff, and posting it in the reference area, would help foster creativity in other staff members and the student body.

For instance, when I read that almanacs contain “historical events over the course of a calendar year; sports records; scientific achievements and discoveries; [and] key news events of the year”, I thought What a perfect place to find historical, accurate information to get ideas for a fictional story in Creative Writing 10. However, the almanac is only on my radar because of learning in an outside course, and I would recommend promoting and purchasing almanacs to be used in humanities and other course work in our high school.

Regarding layout, signage for different references should be visible and engaging for students. In this way, they can continue to practice independent learning by accessing knowledge themselves. There is currently no clear signage for the reference sources in our library. I would suggest including enough shelving in the new reference area (and accompanying signs) for the following resources:

  • Biographies (always popular with students)
  • Atlases (general, thematic, subject)
  • Encyclopedias (subject)
  • Historical Reference books (including IB World History)
  • Art books
  • Other non-fiction sources (such as almanacs)

In terms of seating, I would suggest a combination of standing desks and tables with seating. In addition, students should be able to choose whether they want to work independently or in a group. Some of the sitting/standing areas will include repurposed desktop computers; there should also be a printing station if students want to print off articles or text from databases or other reference sites.

Sources for Clover and Slide Table: Jonathan Morgan and Company Source for Chair: atWork Office Furniture

There should be a quieter area, shown in the northwest corner of Figure 1: Reference Redesign, for reference interviews (Riedling 93). Four club chairs with a low table would provide comfortable seating for more casual reading (as students choose reference topics) or laptop use. Each seating area should have easy access to electrical outlets for laptop charging. The room is easy to navigate, with enough space to find resources, work comfortably, and move unencumbered and “barrier-free”, which is one of the exemplary standards for accessibility outlined in Achieving Information Literacy (39). Overall, we want to create a reference space where students want to spend time, and guide them to new resources through visual aids, such as posters and proper signage.

Aesthetics and Comfort

The Achieving Information Literacy document published by the Canadian Association for School Libraries states as its first outcome that students use “information with aesthetic appreciation”, such as recognizing the value in “various forms of creative and scientific expression” (10). In addition, one of the four main goals of the AASL Standards for Learners is to “[p]ursue personal and aesthetic growth” (Riedling 9).

As teacher-librarians we can highlight the aesthetics in print references through thoughtful displays; having open books either in display cases or on top of shelving helps to attract students to the sources. In fact, Riedling opens Chapter 7 with the statement: “Geographical reference sources can be thought of as works of art” (79). I agree with Riedling whole heartedly, and also believe that other references, particularly modern ones such as the Indigenous Peoples Atlas of Canada, can be viewed in the same way.

At our school in particular, I would add art books to the reference section, since we have 4 or 5 shelves worth in our existing collection. Many art books are biographical, plus they could be displayed in a central way to be appreciated more often and by a larger audience. There is also the shelf space available since our print reference collection is somewhat small.

Sources from top left: Miró: Catalogue Raisonné (Amazon); Isle de Zocotora (Toronto Public Library); Lichtenstein by Lawrence Alloway (Goodreads); Indigenous Peoples Atlas of Canada (Canadian Geographic)

In Eisenberg and Berkowitz’ Big6 Problem Solving Model, step four is the “Use of Information, where “Extract[ing] relevant information (requires the majority of time)” (Fig 1.5, Riedling 12). I have also found this to be the case in high school projects with a research component. Therefore, a comfortable working environment is paramount to proper reference use. This manifests as both the entirety of the space as a welcoming environment that appeals to modern tastes, but also in the variable seating arrangements that encourage collaboration and creativity. Including proper workspaces in a reference area can foster better use of sources.

Variety and Currency of Sources

Information literate citizens “make[] decisions based on accurate and current information” and “respect[] information sources and diverse perspectives” (Asselin 5). Therefore, good reference services must include both variety and currency of sources to help students achieve these skills.

Variety is defined by having access to both print and digital sources, and that these references represent a multitude of voices. In the “Collection Development Policy” developed by the West Vancouver Teacher Librarian Association (WVTLA), it states that the teacher-librarian’s responsibility is to “provide a diverse, balanced, and high-quality collection representing all points of view on controversial issues” (1). This is achieved in the district through various databases (Figure 2) that include both global and Canadian perspectives, and cover a range of subjects from literature to environmental science.

Figure 2: List of Databases, West Vancouver Secondary Learning Commons

EBSCOGALE
Explora
Academic Search Premier
Literary Reference Centre
Poetry and Short Story Reference Centre
Canadian Points of View Reference Centre
Consumer Health Complete
NoveList Plus
GreenFILE		Global Issues in Context
Science in Context
Canada in Context
Points to the Past

As Canadians, we are often overshadowed by American content, so having Canadian sources, editors, and publishers is significant; in addition, as outlined in my analysis of a reference source in Assignment 1, Indigenous voices are a major component of our curriculum here. Therefore, the WVTLA’s Selection Criteria for materials includes “Canadian Content and Publication” and “Equity and Inclusiveness”, which has a section on Indigenous peoples (1-2). Based on our database access to Canadian content, and an entire shelving area dedicated to Indigenous content, our school is doing well on this front. However, I would suggest moving some of the Indigenous content to the reference area.

Retention of WVTLA’s materials is analyzed using FRESH:

F: Does it FOSTER a love of reading?

R: Does it REFLECT a diverse population?

E: Does it reflect an EQUITABLE global view?

S: Does it SUPPORT the curriculum?

H: Is it a HIGH-QUALITY text? The collection should be made up of materials that connect students and teachers to up to date and accurate information (WVTLA 3)

In regards to the last point about up-to-date information, currency for reference services really depends on the type of source. According to Riedling’s Table 2.1 (24), most references need to be replaced every five years, with the exception of historical sources.

I noticed that many of the references in our small print collection look dated, and although this does not mean we should get rid of them, I do think there is some value in having more newer encyclopedias or atlases to engage students more with print resources. As Mueller points out in Lesson 4, “The predictable layout of entries and the formal and structured arrangement of most of these print references allow for students to focus on a limited amount of information that will give them the background they require to dig deeper into a topic”.

In my own experience, purchasing e-textbooks for general Social Studies courses was costly and ineffective for student learning. Peter Greene, author of the Forbes article “Why E-Textbooks Haven’t Taken Over Schools”, explains that among other factors, “Many students would rather read paper books. Various studies over the last decade repeatedly show that students prefer to read on paper rather than a screen, that they believe they concentrate better, even that they retain information better from print formats”. Our Social Studies department has since gone back to traditional print textbooks, which are supplemented by other electronic or print documents/texts.

Similarly, I think there needs to be some investment and research into more appropriate reference sources for ELL students in order to properly “reflect” the “diverse population” of our school (WVTLA). In discussion with the department head for ELL, he told me that one of the biggest challenges is finding the content at the appropriate reading level for his students. Perhaps this could be presented as an Innovation Grant in coming years.

Timeline for Reference Services Redesign

Figure 3 below outlines the suggested changes, staff involvement, and timelines for the redesign of the reference area. It also includes other considerations for the change.

Figure 3: Suggested Timeline and Implementation of Changes to Reference Area

Conclusion

Reference services in our school are run by capable experts who have chosen appropriate and wide-ranging materials to meet student needs and curriculum in our district. We have a variety of electronic sources that highlight diverse perspectives, and are working on building a print collection that achieves the same goal.

In order to get the most out of our investment in reference sources, we must consider creating a new space for students to engage with these print and digital texts. The space should be inviting, accessible, and easy to navigate for all types of learners. Highlighting reference works for their aesthetic value is an important part of engaging students in the information seeking process.

This can be achieved through teamwork at various levels in the school, and over several months and years; our timeline will truly depend on budgetary constraints. My hope is that this newly invigorated reference space will be a priority for our hardworking staff and students, our future leaders whose information literacy skills will serve them far beyond graduation.

Works Cited

Asselin, Marlene et al. Achieving Information Literacy: Standards for School Library Programs in Canada. Canadian Association for School Libraries, 2006. http://accessola2.com/SLIC-Site/slic/ail110217.pdf

BCTLA Info Lit Task Force. The Points of Inquiry: A Framework for Information Literacy and the 21st Century Learner, BCTLA, January 2011. Accessed 30 March 2020. https://bctla.ca/wp-content/uploads/2018/02/the-points-of-inquiry.pdf

Canadian Geographic Indigenous Peoples Atlas of Canada. The Royal Canadian Geographical Society, 2018. 4 vols. https://indigenouspeoplesatlasofcanada.ca/

“Citing Sources with Noodle Tools”. West Vancouver Schools Secondary Learning Commons. N.d. Accessed 30 March 2020. http://www.sd45slc.ca/citing-sources-with-noodle-tools.html

Canadian Library Association. Leading Learning: Standards of Practice for School Library Learning Commons in Canada. Canadian Library Association, 2014.

Greene, Peter. ““Why E-Textbooks Haven’t Taken Over Schools”. Forbes, 27 August 2018. Accessed 30 March 2020. https://www.forbes.com/sites/petergreene/2018/08/27/why-e-textbooks-havent-taken-over-schools/#61b112a31ddc

Mueller, Aaron. “Lesson 4: Print and/or Electronic Reference Materials”. LIBE-467-63C, University of British Columbia, 2020.

Mueller, Aaron. “Lesson 6: Managing the Reference Collection”. LIBE-467-63C, University of British Columbia, 2020.

Riedling, Ann Marlow, et al. Reference Skills for the School Librarian: Tools & Tips, Third Edition. Santa Barbara, Linworth, 2013.

WVTLA. “West Vancouver Schools Library Learning Commons – Collections Development Policy”. N.d. http://www.sd45slc.ca/uploads/2/5/9/6/25962342/wv_schools_library_collection_development_policy.pdf

The ever-changing nature of information gathering and consumption

Source for image: eLearning Industry

Reflections on Theme 3: Reference Materials

Introduction

In this section of the course, we examined more closely the different types of references academic libraries offer. It reiterated the overwhelming sources of information available to students and staff, many of which are digital and free of charge. While these sources remind us of the paramount role of the teacher-librarian in guiding information literacy and strong knowledge acquisition, it also emphasizes the variety of guidelines and established resources that already exist, well vetted by experts who have come before us.

The Analogy of Dictionary Writing, the Evolution of Language, and the Fluidity of Information Consumption

Dictionaries and thesauri are often overlooked as reference sources, but provide the basic language and style skills needed to both interpret and write about research topics. The challenges of writing and publishing dictionaries are similar to the obstacles faced by librarians tasked with managing references and endless information.

The History of the OED (Oxford English Dictionary), briefly summarized in this online article highlights the unexpected breadth and time commitment needed to centralize definitions and usage of the English language. It took 50 years to come up with ten volumes of data, with various teams of people contributing to see the dictionary project to its completion in 1929 (Oxford University Press).

Similarly, a teacher-librarian’s work does not exist in a vacuum. We are professionals who work with a large team of teachers, administrators, and district leaders. We also rely on:

Teams of people have worked long before us, and continue to work alongside us, to identify expert resources (something that is now more important than ever, when people are consuming most of their information online). Just like dictionaries are the building blocks of language, these established practices and guidelines provide the legs on which teacher-librarians can stand when making decisions for their reference collections.

In addition, the Oxford English Dictionary states as one of its challenges: “An exhilarating aspect of a living language is that it continually changes. This means that no dictionary is ever really finished” (Oxford University Press). This relates to our modern information network, which is constantly updated and fluid; from dictionaries to encyclopedias; from indexes to maps; from online banking to cryptocurrency, the way we administer, process, and value information is continually evolving.

In this video, David Evans, editor of Language and Identity: Discourse in the World, discusses the “changing nature of the English Language”. The video isn’t flashy, but Evans makes some good points about the evolution of language. In the chart below, I compare his ideas on language with the changes to information consumption:


*This reminds me of Noah Webster, who came out with his dictionary in 1806
to show that American English was “not inferior, only different” from British usage (Mueller, Lesson 12).

Conclusion

In the same way that dictionary publishers are required to continually examine new words, making calculated decisions based in good research, teacher-librarians must constantly evolve their practice, researching and understanding new technology and sources of information. One of our goals as teachers is to instil a love for lifelong learning in our students; we too must participate in new learning opportunities to stay current and keep our reference services relevant. Taking advantage of established professionals and literature; carefully selecting online resources like databases and indexes; and participating in conferences like those organized by BCTLA, are important parts of this continual growth.

Works Cited

Andrews, Mark. “David Evans on the changing nature of the English language”. YouTube, 11 April 2011. Accessed 24 March 2020. https://www.youtube.com/watch?v=nxatwGeVnvU

Asselin, Marlene et al. Achieving Information Literacy: Standards for School Library Programs in Canada. Canadian Association for School Libraries, 2006. Accessed 24 March 2020.  http://accessola2.com/SLIC-Site/slic/ail110217.pdf

Berinstein, Paula. “Wikipedia and Britannica: The Kid’s All Right (And So’s the Old Man)”. Information Today, Inc. March 2006. Accessed 24 March 2020. http://www.infotoday.com/searcher/mar06/berinstein.shtml

Gutelle, Sam. “‘YouTuber’ is now a word in the Oxford English Dictionary”. tubefilter, 27 December 2016. Accessed 24 March 2020. https://www.tubefilter.com/2016/12/27/youtuber-oxford-english-dictionary-oed/

Mueller, Aaron. “Lesson 12: Dictionaries and Thesauri; Almanacs, Yearbooks, and Handbooks”. LIBE-467-63C, University of British Columbia, 2020.

Oxford University Press. “History of the OED”. Oxford English Dictionary: The definitive record of the English language, Oxford University Press, 2020. Accessed 24 March 2020.  https://public.oed.com/history/#how-it-began

Riedling, Ann Marlow, et al. Reference Skills for the School Librarian: Tools & Tips, Third Edition. Santa Barbara, Linworth, 2013.

Promoting Collaboration: Reference Services, Co-planning, and the Concerns- Based Adoption Model

Introduction

One of the most important components of being a teacher-librarian is collaboration with others, including students, staff, and administration. From providing leadership at staff and department meetings to one-on-one mentorship, supporting the integration of useful reference sources for teachers occurs on many levels.

Staff collaboration factors heavily in the foundational rubrics of Leading Learning: Standards of Practice for School Library Learning Commons in Canada. In the standard “Advancing the Learning Community to achieve school goals”, the summary highlights “improved student achievement through the refining of instruction” and that this is achieved in part with “a team to lead the learning commons” (13-14). This team includes staff at all levels within the school and district, and these human resources are the distinguishing factors in each theme for this standard. Specifically, the theme of “Teacher collaborative role” shown below, highlights that “Teachers co-plan learning experiences with [the] teacher-librarian using LLC print and digital resources, spaces, technologies and teaching expertise to address differentiated learning” (CLA 14).

Source: Leading Learning: Standards of Practice for School Library Learning Commons in Canada

School district guidelines also highlight teamwork as a primary expectation, such as those found in the Greater Victoria School District which states that the teacher-librarian should:

  • “participat[e] as a teaching partner in helping teachers address identified learning outcomes through a knowledge of resource-based learning”
  • “work[]cooperatively with classroom teachers in order to assist students in developing skills in information retrieval and critical thinking so that they may become informed decision-makers and life-long learners” (Mueller Lesson 6)

However, many teachers are not using library reference services to their advantage; they may choose to either avoid research assignments, or take on the onerous task of independently finding reliable sources. One of our goals as teacher-librarians is to “provide[] leadership and promot[e] strategies for the effective use of a variety of learning resources which support and extend the curriculum” (Mueller Lesson 6). This is more easily achieved when teacher-librarians are approached by teachers themselves seeking guidance, but how can we get the message to others that reference services are open and accessible to help with curriculum outcomes? And how do we understand where the system is lacking?

One way to assess the proper integration of new techniques, such as library reference services, is to use the Concerns-Based Adoption Model (CBAM) which was developed in the late 1980s at the University of Texas – Austin, by Shirley Hord and Gene Hall, among others. This model focuses on the personal component of successful innovation, and tracks individual progress through the Stages of Concern. It also emphasizes the importance of guidance and mentorship throughout the process, in order to reach the highest stage: “Refocusing” (Loucks-Horsley 5). Using this model and other research, I will evaluate the use of library references by secondary school teacher, Kevin, through the lens of a research-based senior Social Studies project. I will also address how the humanities department as a whole is using library reference services.

Effective Use of Reference Resources – Kevin

Kevin is a high school teacher with several years’ experience teaching in both Learning Support and Social Studies. He teaches a wide range of courses from grade 10-12, including Social Studies 10 and Human Geography 12. Although Kevin often uses reference sources in his coursework and student assignments, he typically does the time-consuming work of finding reliable sources on his own.

In Kevin’s opinion, this is partly due to the timely nature of his assignments. He recently created a new project for Human Geography 12 on the analysis of the impacts of the Trans Mountain (TMX) Pipeline project in Canada. Since this topic is so extensively covered in news sources that are accessible on the Internet, Kevin found all the resources for this project on his own. However, this accessibility can be hampered by news sources now charging for premium content, and Kevin has the advantage that the Social Studies department budget covered the cost of a group subscription to The Globe and Mail. This brings up the topic of how limits to library budgets might hinder teacher use of the space; without access to a variety of digital resources and subscriptions, research tasks are more challenging and may be avoided.

Source: “Detailed Route maps for Trans Mountain Expansion Project review”.

Kevin admits that finding news articles to support the project was a time-consuming endeavour, but felt proud of the work he had accomplished. Kevin also felt that he had provided a good foundation for evaluating sources by front-loading students with three lessons that gave detailed background information on five different perspectives on the TMX: Geographic, Economic, Environmental, Indigenous and Legal.

I spoke with Kevin while he was in the middle of this assignment, and he expressed positivity about student reactions and interest in the project, and also felt they could be successful in accessing and evaluating sources. However, when I suggested including the teacher-librarian in the scaffolding of the tasks, Kevin was open to the idea of working collaboratively on this assignment in the future, particularly for guiding students in finding reliable sources and creating a proper Works Cited. In this sense, Kevin is functioning in the “Management” and “Consequence” Stages of Concern in the CBAM model (see Table 3 below). He is aware of the time spent on amassing materials, considering student outcomes, and thinking about steps to take next year in order to refine his delivery of the assignment.

Source: Loucks-Horsley, Susan. “The Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals” (2).

The idea is to move Kevin into stage 5, “Collaboration”, where he can work closely with the teacher-librarian, who can provide “mentor[ship so that he] CAN progress and continue to grow” (Loucks-Horsley 7). Through this mentorship, Kevin will have more time to think about stage 6, “Refocusing”. In this last stage, he can work on improving his delivery or assessment of the project, rather than spending the majority of his time finding current or new sources.

Furthermore, working with the teacher-librarian would help support the students, whose main objective in the assignment “Considering the TMX” is to evaluate sources and answer the question: To what extent is the Trans Mountain Expansion in the National Interest of Canada?’. The students were asked to analyze two sources for each perspective, for a total of ten sources, and evaluate relevancy, accuracy, bias, and reliability. Although the teacher provided some background information on how to do this, through modelling and also through this video, this is still a large undertaking and requires a high level of critical thinking and informational literacy skills.

In the chart below from Achieving Information Literacy on what it means to be an information literate citizen, it addresses many of the skills that Kevin is assessing in his assignment. Students must be able to: “[a]nalyse[] information critically in all its formats and in all media contexts”; “[m]ake[] decisions based on accurate and current information”; and “respect[] information sources and diverse perspectives” (5). The role of the teacher-librarian is to create opportunities for students to practice these skills in the larger context of their research question.

Source: Achieving Information Literacy (5).

Although Kevin included reliable sources in his initial discussion of the Trans Mountain pipeline, many of his articles came from Global News or other online news sources. By adding some library time at the beginning of the student research process would be beneficial to demonstrate “Information Seeking Strategies”, “Location and Access” of sources, and “Use of Information” from Eisenberg’s and Berkowitz’s Big6 Research Model (Riedling 12). For example, the databases Canadian Points of View, EBSCO, and Gale: Canada in Context include relevant and reliable information on the pipeline topics. If you search “trans mountain pipeline” in Canadian Points of View, 23 hits appear from sources such as Maclean’s magazine, Greenpeace Update, and Windspeaker, offering a variety of different perspectives on this hot button issue.

Source: Canadian Points of View Reference Centre

Ideally, Kevin will establish a strong relationship with the teacher-librarian and seek guidance on other reference-based assignments throughout his teaching. With a good foundation, collaboration becomes more effective, and time-tested strategies can be used again and again to ensure student success.

Results of a Reference Questionnaire for the Humanities

While working on this assignment, I became curious as to how the English/ELL and Social Studies departments at our school viewed library reference services, with particular regards to collaboration with the teacher-librarian. In Lesson 7, it states that one approach to evaluating reference services is to do “a statistical evaluation of the use of reference materials” and to “evaluat[e] the teacher-librarian’s role as the person delivering the reference services” (Mueller). In this vein, I came up with a straightforward questionnaire to gauge staff use of library time at our school:

Source: S.Boyer

I made both paper and electronic (Google Forms) versions of the questionnaire, each with its own advantages. Interacting with teachers by providing a paper version gave me the chance to explain my reasoning and led to informal conversations about the use of library time; since building relationships and good communication are such a significant part of the teacher-librarian role (Riedling 102), this exercise was beneficial. Meanwhile, the electronic version allowed me to reach teachers I don’t see regularly due to work or location hours.

Between the two departments, I was able to get 15 responses. Generally speaking, the Social Studies teachers use library reference services more often than the English/ELL department, which is to be expected based on curriculum outcomes and expectations; Social Studies use the library 3-4 times a year versus 1-2 times for English/ELL. It was encouraging to see that 40% of teachers use the library “Every time” they do research, while 46.7% used it “Most of the time”.

Source: S.Boyer
Source: S.Boyer

For question 4 “What challenges do you face when coming up with lessons or projects that include using reference sources?”, the majority of teachers were concerned about plagiarism, reliable sources, and helping students with MLA formatting and citations. For this topic, I believe that many teachers are in Stages 4 and 5 of CBAM, “Consequence” and “Collaboration”, since they recognize that seeking out support from the teacher-librarian will help with many of these issues.

When it came to question 5 about collaborating more directly with the teacher-librarian, many teachers in the Social Studies department checked all boxes on the survey, while some English teachers checked off all boxes except “Help with planning research tasks and assessment”. Only 40% of the total teachers surveyed said they could see themselves co-planning an assignment with the teacher-librarian. Technology use, such as databases, Pathways, Noodle Tools, and search tools for reliable sources were seen as more significantly useful to teachers.

Although 40% is a decent percentage and demonstrates that the teacher-librarian role is seen as collaborative to many staff members, it means that 60% are in the “Informational” or “Personal” stages of CBAM. In these stages, they may not be aware of how to best utilize the teacher-librarian as a resource for planning; or perhaps they are concerned about how it could affect their own planning and control over an assignment. Indeed, 33.3% of teachers said that a “Lack of personal time in planning” is a challenge to them using library reference services for projects. If I were to run a similar survey in the future, I would ask a more direct question about co-planning and ask for a brief written response on how staff views collaboration with teacher-librarians.  

Conclusion

Overall, teachers tend to be open about using library time for reference services, and are aware of the challenges that come with student access to a vast amount of electronic information. They see the teacher-librarian as a support in finding and modelling reliable sources and citations, and many are interested in learning more about databases and Pathways; this thinking reflects the higher Stages, 4 and 5, of the CBAM. However, when it comes to co-planning, one of the many role descriptions based on library standards in districts and nation-wide for teacher-librarians, not all staff are ready to participate, putting them in Stages 1 and 2 of the CBAM. Through education and promotion of the teacher-librarian role in the school, hopefully more teachers will be open to co-planning in the future.

Works Cited

Asselin, Marlene et al. Achieving Information Literacy: Standards for School Library Programs in Canada. Canadian Association for School Libraries, 2006. http://accessola2.com/SLIC-Site/slic/ail110217.pdf

“Both sides trying to sway opinion on Teck Frontier Mine”. Global National, Global News, January 22, 2020. https://globalnews.ca/video/6449562/both-sides-trying-to-sway-opinion-on-teck-frontier-mine Accessed 3 March 2020.

CLA. Leading Learning: Standards of Practice for School Library Learning Commons in Canada. Canadian Library Association, 2014.

“Detailed Route maps for Trans Mountain Expansion Project review”. Canada Energy Regulator, Government of Canada, Jan. 8, 2020. Accessed 2 March 2020. https://www.cer-rec.gc.ca/pplctnflng/mjrpp/trnsmntnxpnsn/mps-eng.html

Loucks-Horsley, Susan. “The Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals”. National Standards and the Science Curriculum (ed. Rodger Bybee). Iowa, Kendall/Hunt Publishing, 1996. https://s3.wp.wsu.edu/uploads/sites/731/2015/07/CBAM-explanation.pdf Accessed 27 February 2020.

“Media Skills: Crash Course Media Literacy #11”. Crash Course. May 8, 2018. https://www.youtube.com/watch?v=Be-A-sCIMpg&t=274s Accessed 3 March 2020.

Mueller, Aaron. “Lesson 6: Managing the Reference Collection”. LIBE-467-63C, University of British Columbia, 2020.

Mueller, Aaron. “Lesson 7: Evaluating Reference Services”. LIBE-467-63C, University of British Columbia, 2020.

Riedling, Ann Marlow, et al. Reference Skills for the School Librarian: Tools & Tips, Third Edition. Santa Barbara, Linworth, 2013.

“Trans Mountain Pipeline” Basic Search. Canadian Points of View Reference Centre. EBSCO Industries, 2020.

Good Leadership, Communication, and Design: a further examination of the responsibilities of the modern teacher-librarian

Source for design quote: Esanu, Eugen. “35 Quotes on Design That Will Fuel Up Your Creativity”.

Introduction

In this section of the course, there has been great emphasis on the role of the teacher-librarian as the liaison between several people and procedures in the promotion of openly accessible reference services. It feels a bit like Atlas with the world on his shoulders at times, when looking at the various responsibilities of the teacher-librarian. We are the gatekeepers in a world of often insurmountable information, responsible for providing the best reference services for our students (and no, it is not lost on me that the story of Atlas holding the earth is actually a misinterpretation of the story – he is commanded to hold the sky, not the earth).

Photo by Paula Nardini on Pexels.com

However, the focus has also been on the process, and the importance of working well with the resources available. Thus, the evaluation of successful reference services is dynamic and a continuous work-in-progress, where collaboration with staff, administrators, and the community is key. In this reflection on Theme 2: Managing and Evaluating Reference Services, I will analyze ideas under two sections. First, The Personal side, which addresses communication and leadership skills; second, The Administrative side, which includes evaluation and design.

The Personal

In Lesson 5, we learned about The Reference Interview, which focused primarily on the relationship between the teacher-librarian and the student. Riedling defines the Reference Interview as “fundamentally a conversation […] for the purpose of clarifying the student’s needs and aiding in meeting those needs” (99). Therefore, personal communication skills are paramount to a successful teacher-librarian. Riedling outlines success as the process of working with the student, where the goal is not to find the information, but to “foster the student’s information literacy skills for socially responsible, lifelong learning” (104). She believes that the overall, personal impression of the student – that their request was heard and they were given respectful attention and time – is the most significant part of the Reference Interview. Diplomacy is not only necessary for students, but also with teachers; staff may not have communicated assignment expectations with the teacher-librarian, so approaching teachers in a kind, respectful way is important to build rapport and community in the school.

The online article “6 Communication Skills That Will Make You a Better Leader“ from Success Magazine in 2017 clearly presents ways to improve your communication with others:

  • Know yourself
  • Know your audience
  • Be direct, specific, and clear
  • Pay attention to nonverbal communication
  • Listen more than you speak
  • Be positive and respectful

Riedling addresses all of these at some point in her explanation of the Reference Interview, focusing on how personal knowledge and interpersonal skills are needed to be successful. I really identified with Riedling’s notion that “the deepest principle of human nature […] is the desire to be appreciated” (100), which cannot occur without respect and positive guidance. Keeping this principle in mind as a teacher-librarian will help alleviate some of the fears or avoid misinterpretations in the interview process (101), and also help students move more quickly through uncertainty as outlined in Carol Kuhlthau’s Task Initiation stage (11). I think it is easy to forget how daunting it can be for children or teenagers to ask an adult for guidance, even in a safe school setting like the library. Once a positive foundation is built, students will feel more connected to the learning commons; not only will they return to seek guidance, but ideally, they will promote the library to others.

These 6 skills outlined in Success Magazine apply not only to the Reference Interview with students, but also to the role of the teacher-librarian in general, as a leader in both the school and larger communities. In the Canadian Library Association Leading Learning: Standards of Practice for School Library Learning Commons in Canada, several standards address the collaborative role of the teacher-librarian with all levels of staff within the school. For example, in “Advancing the Learning Community to achieve student goals”, the teacher-librarian works with principals, teachers, support staff, and district administration. In the standard “Cultivating Effective Instructional Design to Co-plan, Teach and Assess Learning”, the rubric outlines leadership responsibilities for instruction and inquiry at both the staff and student levels. Meanwhile, according to the role description of the teacher-librarian in the Greater Victoria School District, one must: “participate[] in an information network with district schools, the District Resource Centre, the public library and information agencies” and “seek[] opportunities for personal growth in school librarianship and participat[e] in collegial networks” (Mueller Lesson 6). Without proper communication skills, the teacher-librarian cannot be successful as a role model, collaborator, and leader in these networks.

Source: Leading Learning

The Administrator, Evaluator, and Interior Designer

Another large component of the teacher-librarians role is as an administrator and evaluator of resources, reference services, and ultimately, the use of library space. This presents itself through strategies such as taking surveys and collecting data to evaluate “the use of reference materials”, and the “‘satisfaction’ levels of students and teachers” (Mueller Lesson 7). It also means removing references that are no longer relevant, in an ongoing process of culling and re-evaluating.

This connects to the idea that efficient use of the library media commons space is an essential part of running a successful program. It is now viewed as a “flexible and shared physical and virtual space filled with users engaged in a variety of social and educational activities” (Riedling 117). Spaces need to be balanced between quiet study and collaborative work areas, in addition to providing open access to references and technology to promote information literacy. There should be a fluidity and comfort in the space to make it welcoming and user-friendly.

Flexible and alternative seating have become trendy in many learning spaces in recent years, where educators have realized that not one size fits all. In 2017-2018, I worked on an Innovation Grant team, where we researched and purchased new furniture, lighting, and other decorative elements to make the classroom more comfortable and inviting. We visited other schools and workplaces, including Hootsuite, to learn about how flexible work spaces encourage collaboration and creativity. When our students were surveyed on the benefits of the new arrangement, many stated that it was the welcoming atmosphere that impacted them the most positively as learners. They looked forward to coming to that class. Ideally, this is how students would feel coming into a school library learning commons, and this would promote loyalty and a desire to be part of the information community.

Source: Bored Teachers: “16 Awesome Flexible-Seating Classrooms That’ll Blow Your Teacher Mind”

Similarly, a modern and well-organized space helps with the promotion of materials and open access needed for “effective reference services” (Mueller Lesson 7).  Due to the cost and significance of references in the development of information literate citizens, it is imperative that these resources are used both frequently and easily. This requires access at several levels: Intellectual, Physical, and Digital (Mueller). All of these entry points amount to the best access for the widest audience; this is the ultimate goal for teacher-librarians.

Conclusion

Through personal growth, knowledge of student and staff needs, professional development, and attention to standards, I hope I will succeed in many of the leadership expectations of the teacher-librarian. Although we may not always reach the gold standard of Achieving Information Literacy’s Exemplary library collections (26), I am confident that our school library uses our collection “as effectively as possible” and that our students feel “accomodat[ed according to] their varied interests, experiences, [and] learning styles” (Mueller Lesson 7). And that much of our success is found in the process of making connections, learning new information, and working through challenges. It is no longer Atlas carrying the sky on his own, but rather a group of people holding the world of information together.

Flexible work environment at Hootsuite, Vancouver. December 2017. S. Boyer.

Works Cited

Asselin, Marlene et al. Achieving Information Literacy: Standards for School Library Programs in Canada. Canadian Association for School Libraries, 2006. http://accessola2.com/SLIC-Site/slic/ail110217.pdf

CLA. Leading Learning: Standards of Practice for School Library Learning Commons in Canada. Canadian Library Association, 2014.

Esanu, Eugen. “35 Quotes on Design That Will Fuel Up Your Creativity”. Medium. https://blog.prototypr.io/35-quotes-on-design-that-will-fuel-up-your-creativity-15060f732f1 Accessed 19 February 2020.

Mueller, Aaron. “Lesson 6: Managing the Reference Collection”. LIBE-467-63C, University of British Columbia, 2020.

Mueller, Aaron. “Lesson 7: Evaluating Reference Services”. LIBE-467-63C, University of British Columbia, 2020.

Riedling, Ann Marlow, et al. Reference Skills for the School Librarian: Tools & Tips, Third Edition. Santa Barbara, Linworth, 2013.

Scalco, Dan. “6 Communication Skills That Will Make You a Better Leader”. Success Magazine, May 1, 2017. https://www.success.com/6-communication-skills-that-will-make-you-a-better-leader/ Accessed 19 February 2020.

“Top 10 Benefits of a Flexible-Seating Classroom.” Education Trend, Smith System, 2020. https://smithsystem.com/smithfiles/2019/05/21/top-10-benefits-flexible-seating-classroom/ Accessed 19 February 2020.

“16 Awesome Flexible-Seating Classrooms That’ll Blow Your Teacher Mind”. Bored Teachers: Celebrating Educators Everyday. 2020. https://www.boredteachers.com/classroom-ideas/16-awesome-flexible-seating-classrooms-thatll-blow-your-teacher-mind Accessed 19 February 2020.

Honouring Indigenous Perspectives through Properly Voiced Reference Sources

Source for image: University of Manitoba

“THE BENTWOOD BOX: CARVED BY COAST SALISH ARTIST LUKE MARSTON, THE TRC BENTWOOD BOX IS A LASTING TRIBUTE TO ALL INDIAN RESIDENTIAL SCHOOL SURVIVORS. THE BOX TRAVELLED WITH THE TRC TO ALL OF ITS OFFICIAL EVENTS” (UM News)

Introduction

The new British Columbia curriculum, among other things, provides specific guidelines and recommendations on incorporating Aboriginal perspectives throughout K-12 and within all subjects. In the “Curriculum Overview” it states that: “[a]chieving this goal will require that the voice of Aboriginal people be heard in all aspects of the education system; the presence of Aboriginal languages, cultures, and histories be increased in provincial curricula; and leadership and informed practice be provided” (“Curriculum Overview”). Within the humanities departments at our school, we have worked hard to improve resources to reflect these important goals. For example, the English department has identified a unique First Peoples text for each grade level, and often collaborates to discuss how to best integrate the First Peoples Principles of Learning throughout the curriculum. These principles were established by FNESC, the First Nations Education Steering Committee, based out of West Vancouver; the principles are meant to be applied throughout all grades and subject areas in BC education.

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In addition to reading novels on indigenous topics by indigenous Canadian authors, English Language Arts students must be exposed to accurate background information to support the themes, conflicts, and ideas in the texts. In this way, they can become informed citizens, who “come to understand the influences shaping Canadian society and the unique contribution of First Peoples to our country’s and province’s heritage. Through the study of First Peoples texts and worldviews, students gain awareness of the historical and contemporary contexts of First Peoples, leading to mutual understanding and respect” (“English Language Arts”). Furthermore, one of the main goals for Social Studies students, according to the BC Curriculum, is to have “[a] complete understanding of Canada’s past and present [which] includes developing an understanding of the history and culture of Canada’s Indigenous peoples” (“Social Studies: Goals and Rationale”). Therefore, it is imperative that our school library, as a central gathering place for all humanities students, have the proper reference sources to support this acquisition of knowledge. Given that the curriculum is still quite nascent, it is no surprise that new reference sources are required to bridge this gap.  

Positive Change: Indigenous Voices Being Heard in Canada

One of the biggest challenges of previous reference sources and classroom textbooks is that they do not include enough indigenous perspectives or knowledge. Although they may address larger conflicts such as the Indian Act without bias, the majority of these texts are written by people who are not indigenous.

The 21st century has witnessed a positive shift towards working more closely with indigenous scholars and leaders to provide mutually beneficial outcomes on issues that affect all of us, such as land and resource use. This is partly due to the many years of hard work done by the Truth and Reconciliation Commission of Canada, who presented a number of “Calls to Action” to repair and move beyond the destroyed relationships caused by the residential schools, among other mistreatments by colonial governments. Most recently, British Columbia was the first province in Canada to recognize into law UNDRIP (The UN Declaration on the Rights of Indigenous Peoples). This law acknowledges the voices of indigenous peoples, bringing them “to the table for the decisions that will affect them, their families and their territories” (“It’s about a better future…”). According to CBC journalist John Last, in his article titled “What does ‘implementing UNDRIP’ actually mean?”, the UNDRIP “declaration includes articles affirming the right of Indigenous people to create their own education systems, receive restitution for stolen lands, and participate in all decision-making that affects their interests”. All of these actions reflect the long overdue respect needed for indigenous voices in Canada.

“We had 153 years of denial of rights […]. So we’re coming from a period of denial to a period of recognizing that the Aboriginal people … had a way of life.” – Dene National Chief Norman Yakeleya on the implementation of UNDRIP into provincial law (qtd. in Last).

Source: Government of British Columbia “It’s About a Better Future: Indigenous Human Rights Set in B.C. Law”
https://declaration.gov.bc.ca/

Providing Great, Accurate Resources for Students to Better their Knowledge on Indigenous Peoples in Canada

In order to choose a proper reference resource, which can often come at great cost within a typically strained library budget, there are many factors to consider. The chart below outlines four criteria lists for evaluation of a reference source; the first three are from Ann Riedling, author of Reference Skills for the School Librarian; and the last is from Aaron Mueller, UBC Instructor in the LIBE diploma program:

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To evaluate the references on indigenous peoples in Canada, I have included aspects from all four lists. This is partly because I am suggesting to replace an encyclopedia collection with a thematic atlas collection. To clarify where curricular connections appear in Riedling’s lists, they would be filed under content, scope, or currency.

You may notice that the rubric I designed to evaluate the sources is heavily weighted on curricular connections. This is because “[m]eeting curriculum needs is a major criterion for placing items in the media center collection” (Riedling 18). I have provided specific links to both the English Language Arts 10 and the Social Studies 9 curricula, since these provide a snapshot of student expectations across two subject areas in the humanities. Moreover, the first aspect “Relevancy” focuses on indigenous leaders as primary contributors, recognizing the significance of these voices in contemporary Canadian learning. With the relatively new developments in curriculum regarding First Peoples, “Currency” makes a big difference in the quality of the resource. In “Purpose”, I wanted to reflect a variety of indigenous topics that are important to understanding perspective and culture. Layout and format are also important factors to a learning resource, since our students are visual learners who are looking for resources that will entice them and keep their attention. Finally, as libraries transition to media centres that address a diverse population using a variety of informational resources, efficient use of space for references is key!

Rubric for a Reference Source: Indigenous Peoples of Canada – History and Contemporaryundefinedundefined

Sources for Curricular Connections: 1. “Literary Studies 10”. BC’s New Curriculum, Government of British Columbia, 2019. Accessed 5 February 2020. 2. “Social Studies 9”. BC’s New Curriculum, Government of British Columbia, 2019. Accessed 5 February 2020.

Where is the Visual and Local Appeal? Evaluation of an Indigenous Reference Source Currently in our Library

In our school library, we currently have an encyclopedia set titled Native American Tribes, published in 1999, which includes four volumes organized by geographical region:

  • Volume 1: Northeast, Southeast
  • Volume 2: The Great Basin, Southwest
  • Volume 3: Arctic & Subarctic, Great Plains, Plateau
  • Volume 4: California, Pacific Northwest

My overall impression of the reference source is that it demonstrates expert research and an extensive bibliography. It is also published by UXL, which is part of the well-known and recognized GALE group. The layout is clear in the sense that it has various subtitles, but the font is somewhat small, and the format is a bit unusual because it is smaller than your standard 8.5×11 page, making it less appealing or easy-to-use. It also does not use any colour images, and the maps are small scale. There is a lot of wasted space in the margins, about two inches of white space on each side, which could have been used to expand font-size or provide definitions. The index is thorough and clear, and it includes a glossary. The front resembles a standard, old-style textbook, which is not very visually appealing to modern high school students.

Source: Amazon.com
https://www.amazon.com/U-X-L-Encyclopedia-Native-American-Tribes/dp/0787628425

In addition, Volume 4, which is titled California, Pacific Northwest, only has a small focus on indigenous groups in British Columbia. There are sections on the Tlingit, Haida, and Kwakiutl; however, this leaves out many other significant tribes in British Columbia. The primary purpose of the encyclopedia, according to the title, is to provide information on Native American Tribes. Therefore, it does not provide enough local context to meet curriculum needs in BC. As educators, we know that nomenclature is significant in showing respect to different cultures, and in this case, having a resource that properly uses the term “indigenous” would model correct usage.

This encyclopedia reflects a somewhat outdated style of learning and information gathering, where students might write up a formal report on a particular group. Although this makes sense for elementary learners in some ways, this type of report is rare in our high school.

Here is how this source fared on my evaluation rubric:

Rubric for a Reference Source: Indigenous Peoples of Canada – History and Contemporary

Encyclopedia of Native American Tribesundefinedundefined

Time for Some Beauty, Great Layout, and Indigenous Perspectives! Evaluation of an Indigenous Reference Source to Add to our Library

By comparison, the Canadian Geographic Indigenous Peoples Atlas of Canada provides local context and perspectives from indigenous leaders all over the country. This thematic atlas consists of four volumes:

  • Canadian Geographic Indigenous Peoples Atlas of Canada: Truth and Reconciliation
  • Canadian Geographic Indigenous Peoples Atlas of Canada: First Nations
  • Canadian Geographic Indigenous Peoples Atlas of Canada: Métis
  • Canadian Geographic Indigenous Peoples Atlas of Canada: Inuit
Source: Canadian Geographic
https://indigenouspeoplesatlasofcanada.ca/

The description on the interior title page of each volume states: “Indigenous perspectives, much older than the nation itself, shared through maps, artwork, history and culture”.  This sets a clear intention for the resource and reflects the importance of indigenous voices as noted earlier. It also reflects the First Peoples Principles of Learning, which include the idea that “Learning recognizes the role of indigenous knowledge” and ” is embedded in memory, history, and story” (FNESC).

The presentation and quality of the atlases is spectacular; they are large format at 10.7 x 13” and each cover page includes a close-up of indigenous artwork or culturally significant items. Two of the atlases have a black background, and seem shrouded in mystery, while the other two are bright white with contour lines like a map in the background. The items are not fully revealed on the cover, which invites the reader to open the book to find out more. For the most part, each article in the atlas takes place over two pages, side-by-side, making it easy for the reader to follow and make connections between the text and images. Images are in colour when modern, and it includes a number of historical black-and-white photos. There are many other graphics including timelines, flags, symbols, and maps both within articles and several full page maps (included in pp 10-59 in the introductory reference atlas, Truth and Reconciliation).

It was published by The Royal Canadian Geographical Society in 2018, making it both authoritative and current. Furthermore, it states that it was published “in conjunction with” a number of indigenous authorities:

Many of the articles are written by local indigenous authorities, who are given a short biography and photo in the articles. Indeed, according to the description provided on Amazon and Indigo (where one is directed for purchase by Canadian Geographic): “[t]he volumes contain more than 48 pages of reference maps, content from more than 50 Indigenous writers; hundreds of historical and contemporary photographs and a glossary of Indigenous terms, timelines, map of Indigenous languages, and frequently asked questions” (Canadian Geographic). It is also described as “groundbreaking” and “an ambitious and unprecedented project inspired by the Truth and Reconciliation Commission’s Calls to Action” (Canadian Geographic).

The atlas collection includes a balanced mix of contemporary and historical information on the following topics (and more):

  • Language
  • Demographics
  • Economy
  • Environment and Land Use
  • Family Structures
  • Culture, Arts
  • Governance
  • Activism and Current Political Issues
  • Military Contributions
  • Colonialism
  • Racism
  • Treaties
  • Residential schools

Although it does not include an index, which is problematic, the references are easy enough to navigate given the Table of Contents and the short nature of the atlases (they are roughly 70-100 pages each). Perhaps in later editions they will include an index. Expanding its volumes by focusing on particular nations or groupings within the First Nations would also be very useful for detailed research purposes. The publisher would do well to make the spine of each atlas a different colour, because when they are shelved, you cannot easily tell which volume is which. Displaying these atlases upright on reference shelves will help engage students and peak interest.

This is a cost-effective resource because it is so well-priced. Each four-volume set is $99.99, but you can often find them for less. Currently, they are on sale on both Amazon and Indigo for approximately 20% off. I would strongly recommend purchasing a minimum of 4 sets of the atlases to be used as a reference resource in humanities classes, so that several students may have access to the atlases at once.

Here is how this source fared on my evaluation rubric:

Rubric for a Reference Source Indigenous Peoples of Canada – History and Contemporary

Canadian Geographic: Indigenous Peoples Atlas of Canada, 4 vols.undefinedundefined

Conclusion

Overall, replacing the dated and out-of-context Native American Tribes with the modern, thoughtfully constructed and conceived Canadian Geographic Indigenous Peoples Atlas of Canada will significantly improve the reference section on indigenous peoples at our school. This expert resource reflects the new BC Curriculum rationale, connects to the First Peoples Principles of Learning, and highlights indigenous voices, a significant development for the 21st century in Canada. This source will help our students become ethical citizens, prepared for informed, democratic conversations and decision-making as they become future leaders.

Works Cited

Canadian Geographic Indigenous Peoples Atlas of Canada. The Royal Canadian Geographical Society, 2018. 4 vols. https://indigenouspeoplesatlasofcanada.ca/

“Curriculum Overview”. BC’s New Curriculum. Government of British Columbia, 2019. Accessed 5 February 2020. https://curriculum.gov.bc.ca/curriculum/overview

“English Language Arts: Goals and Rationale”. BC’s New Curriculum. Government of British Columbia, 2019. Accessed 5 February 2020. https://curriculum.gov.bc.ca/curriculum/english-language-arts/core/goals-and-rationale

FNESC. “First Peoples Principles of Learning” Poster. Accessed 5 February 2020. http://www.fnesc.ca/wp/wp-content/uploads/2015/09/PUB-LFP-POSTER-Principles-of-Learning-First-Peoples-poster-11×17.pdf

“It’s About a Better Future: Indigenous Human Rights Set in B.C. Law”. British Columbia, A New Path Forward. Government of British Columbia. N.d. Accessed 5 February 2020. https://declaration.gov.bc.ca/

Last, John. “What does ‘implementing UNDRIP’ actually mean?” CBC News. November 2, 2019. Accessed 5 February 2020. https://www.cbc.ca/news/canada/north/implementing-undrip-bc-nwt-1.5344825

“Literary Studies 10”. BC’s New Curriculum. Government of British Columbia, 2019. Accessed 5 February 2020. https://curriculum.gov.bc.ca/curriculum/english-language-arts/10/literary-studies

Malinowski, Sharon et al. UXL Encyclopedia of Native American Tribes. GALE Group, 1999. 4 vols.

Mueller, Aaron. “Assignment 1: Evaluation of a Reference Work”. LIBE-467-63C, University of British Columbia, 2020.

Riedling, Ann Marlow, et al. Reference Skills for the School Librarian: Tools & Tips, Third Edition. Santa Barbara, Linworth, 2013.

“Social Studies 9”. BC’s New Curriculum. Government of British Columbia, 2019. Accessed 5 February 2020. https://curriculum.gov.bc.ca/curriculum/social-studies/9

“Social Studies: Goals and Rationale”. BC’s New Curriculum. Government of British Columbia, 2019. Accessed 5 February 2020. https://curriculum.gov.bc.ca/curriculum/social-studies/core/goals-and-rationale

“Truth and Reconciliation Commission: Reports”. National Centre for Truth and Reconciliation, University of Manitoba. 2015. Accessed 5 February 2020. http://nctr.ca/reports.php

University of Manitoba News. “The TRC Bentwood Box”. Artist Luke Marston, Coast Salish. Photo. https://news.umanitoba.ca/honouring-the-sacred-trust/

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