The Question

 

How can we, as a professional learning community, support TLs in implementing exemplary school library programs in our schools?  

 

From Library 2020, September 2007

 

May 26, Byng

 

 

Coquitlam Celebrates Its Learning Teams - May 12

 

 

Discussion of Barbara Stripling's article: 

Using Inquiry to Explode Myths about Learning and Libraries, by Barbara Stripling, in CSLA Journal (28:1. Fall 2004.  15-7.)

 

For key visual summaries of Stripling's article, see Inquiry.  We discussed --

 

• What are three main ideas?
• What are the surprises in this article?
• What do you want to remember?

 

Transfer of what we know about literacy learning and fiction to inquiry, research, and informational aspects of knowledge-acquisition; a shift

 

Main Ideas -

 

• inquiry is exactly as defined by Stripling
• reflection is so important yet so challenging
• focus on process, not product
• moving from teacher-directed approach to releasing responsibility to the child and moving to independence
• difficulty of incorporating critical thinking with children who, because they are ESL or SPED, have limited background knowledge - opportunities for learning through inquiry process
• KWL - focus on the Wonder; going deeper; similar language to reading fiction more deeply and more meaningfully
• inquiry as a way of keeping the collection directions fresh / example is inquiry-driven Montessori program
• "labelling the learning" -- developing metacognition -- shared language throughout the school and across the curriculum -- reinforces the learning -- including parents as well

 

 

Surprises!

 

• KWL - Tony Stead's Reality Check! has a different but similar model with embedded challenges for background knowledge = what I think I know, yes I was right, and these were my questions and misconceptions to find the answers as they work; it's not linear.  Focus on the strategy, then the content, in order to take them more deeply into the learning; should be done all year and across the curriculum
• Carol Kuhlthau's model adds stress and anxiety that needs to be acknowledged; yet when learning how to learn becomes the theme, then capacity to move ahead with less anxiety is enhanced
• modelling the culture of inquiry is important; it's okay for educators not to know, to let students have authority for their own knowledge

 

 

Lasting Pieces from this Article

 

• inquiry topics lend themselves to student engagement and authentic learning
• finding the right question enables the right kind of learning
• challenging to find the critical challenge that is possible for all students with diverse capacities to work with meaningfully and move ahead in their capacity to learn

• key visuals, adapted from article -- simpler and more closely connected to language of literacy learning in classrooms 

 

May 6, Van Tech

 

Professional success stories:

 

Novice TL called with news that conversation with administrator about The Role in her school has resulted in a full-time position for next year.

 

New TLs session where two Inquiry members talked about collaboration and demonstrated collaborating on the spot

 

Tracking visits to webpage at her annex school library as way of building reading and technology literacy, as well as school collaboration.

 

One of us is a "primary advocate" for school libraries ... temporarily administering but missing the place and pace

 

U of C institute for staff development - most important is selecting, training, and supporting the mentors; key to induction program as well as capacity: how many can you actually support?  need to look at optimal caseloads and new Ts need support; training, time, consistency to enable coaching as well as to empower practice

 

Another of us has a new role, dept head SPED, and district leadership positions are decreased as are release time budgets

 

Canadian TL of the Year Award Winner is amongst us!  Lots -- too much -- graphic novels -- units and collaborations at the school

 

Booktalking, book purchasing, teen fiction --> English teachers have a great new source of materials, engaged students, list available -- sets purchased.  Learning Resources budget used.  TL Rsource skills drawn on

 

collaborations (1) with video with whole day K / the I Wonder unit / stations, information, reflection ;  (2) mural with 1s with investigation to draw with detail and do group paintings -- kids felt good and so did we. 

 

Observed filming of the collaboration and the engagement / described excitement, language, and effects of resource-based learning including age-appropriate technology skill development; also observed small boy with poor reading skills (gr 7 at gr 2 level) and language problem and self-esteem issue worked with one-to-one volunteer (retired ESL teacher) -- suggestion that child tell something and then have him read from the captured print version without hesitation and error; both thought- and tear-provoking it was such a powerful and profound transformation of the child; perhaps software that turns speech into text

 

Lit circles x 5, multiple stressy committees, assessment of journals in detail, video co-ordination, and wrong novels -- but it's really important for us to work with teachers (from summer institute with Henri) -- esp focus on technology integration

 

What did we do and what do we need to do?

 

The Tool / How does it work?  Is it Valuable?  What are the most critical aspects?

 

Very few "exemplary" -- very short time as a novice but many stay a long time at apprentice level

Motivation for professional growth makes all the difference

Stages of development need to be recognized and valued as learning stages

Useful tool as it is / can be worked with in part or in whole

 

 

 

 

Review 2 sessions remaining

 

3. Our focus:  media, mentoring and self assessment tool

 

4. Self Assessment Tool...its effectiveness? next steps? 

 

 

 

 

 

 

Further to our conversation regarding the Saskatchewan TL site: 

There is no contact information on the site.  However, on the credits page is the paragraph: "This project was funded for the 2004-2005 school year by the Saskatchewan Educational Technology Consortium through the Web-Based Learning Resource Development initiative. The site is published by Saskatchewan Learning and may be downloaded and modified to meet program and/or teaching needs."  Does this then give us the ok to go ahead with our work?  I think it will be as further searching on the site in the FAQ section revealed this:

 Can I print and modify the resources?

Absolutely! The purpose of the website is to inform and share. The entire website may be downloaded and modified to suit your needs. 

 

 

Inquiry Discussions, April 21 -- Kitsilano

 

BCTLA Information Literacy K-12 Continuum (draft) from BCLA Conference

 

Working with Wikis

 

Starting place = identify best practice

 

1. Saskatchewan document esp rubrics for RBL, IL, Collaboration, Reading Literacy, Management, Technology

    

2. Ontario document esp continuum or levels described on page 21 

 

• Agreement reached to request permission to use and adapt Saskatchewan document, esp technology (Cheriee will do this)
• The Rubrics represent a three-year plan: Important for Novices to understand they won't be expected to jump from Novice to Expert

   

Z'ing Sessions:

 

• September = Getting Started (eg: Linda at Maple Grove) + September Update
• October = Managing Your Time
• November = Multivendor Display / Selection and Acquisition
• December = MLST Tea at VSB
• January = Ask a TL - focus on Collaboration (eg: Wendy at Wolfe;  Linda, Katharine at Churchill)
• February = Winter Tonic at Tupper
• March = VTLA Tea at Fleming
• April =
• May = Last Chapter / Year-end Update
• June =

 

Media products

 

• little "how-to" pieces -- how to make a book card, how to do a booktalk, how to use the webcat to find a book, how to read an electronic newspaper,
•  

 

Key components

 

• Collaborative partnerships = balanced approach to Information Literacy, reading promotion, Resource Based Learning, technology integration with teaching and learning
• Time for management
• Advocacy for tools, resources,
• Relationships that are purposeful

 

Methodology = two groups

 

• Self-assessment -- rubric to be built / how will it be used? / how will the strands be made visual?
• Supports for IL, reading, RBL, tech integration = storyboard (Cheriee, Gwen, ME)
•  

 

 

Inquiry Discussions, April 3 -- Dickens

 

Great refreshments and excitement at the meeting of minds in the new "green" library.  Thanks, Cheriee.

 

Stepping into Action

 

We generated ideas of things we could do or are already doing.

 

• invitations of VTLA to attend informal TL Cafe, May 5, at Fleming (VTLA = very active LSA, sub-set of BCTLA, PSA)
• articulation for SLPs, or Family of Schools TL Meetings, as in one recently at Gladstone
• creation of Z'ing Sessions (10, or one per month) where Z'ing stands for zero-ing in
• construction of wiki for sharing tools
• "best practice" video observations starring Annabelle Charlotte
• online dialogue
• program for new and not-so-new administrators / sharing the vision
• Web 2.0 mini-lessons, a la Common Craft for example, to capture "best practice" and communicate basics, such as how to make a library card
• TL Update (May) engagement in reflection and self-assessment, as in Saskatchewan / Teacher-librarians supporting student learning  / rubrics for resource-based learning, information literacy, collaboration, reading literacy, management, technology

 

We priorized key activities:

 

• identify what is meant by best practice in the field of teacher-librarianship here in Vancouver
• use various media formats (selected for their appropriateness) to portray both LEARNS and best practice
• undertake self-assessment using Saskatchewan tools and OLA document criteria
• build administrator awareness of effective school library programs and their awareness of the difference their support makes, esp student success

   

 

 

We need another meeting or two SOON -- April 7 or 8?  Dickens is central and Cheriee agrees to host, but food will be up to the rest of us this time.  As close to 3:30 as possible?  See vsb email and confirm availability or preferred dates.  Dickens seems to work best of the various locations.

 

What about the week after?  One more meeting?  It might be good if we squeezed one in on April 14th -- there is a group meeting for dinner at Burgoo on Main (not sure where but think it is close to Wolfe and Livingstone) at 5:30 pm, with FOSL reps, then going to hear the budget presentations at Mt Pleasant.   I am also available on April 15 and 16, but would be missing MK's workshop on Collection Management on the 16th to meet with Inquiry.  Your call on dates.

 

Our next meeting is April 21 pm at Kits in the Library Conference Room -- Main floor, west side of school 

Here's what the TLC sees (TLC = TL consultant) in this Inquiry group --

 

• several strong organizers who will keep us on task
• lots of creative thinking
• respectful conversation
• positive interactions that are joyful and enthusiastic, clearly demonstrating the passion of the TLs at the table
• technology expertise and willingness to share this
• collaborative expertise and willingness to share this
• strong connections to both educational and media experts
• experience, recent and current academic work
• active engagement in building the framework with Canadian materials
• a desire to build the capacity of those who work within and for school libraries to create strong, well-supported SLPs.  

 

____________________________________

 

Discussions, March 10 -- Hamber

 

Responding to Todd's Evidence-based Manifesto

 

Teaching skills -- two teachers reinforce skills by teaching together, to inspire each other and students, as well as others in the school

 

Other research -- UK Cyber

 

Yes, in a perfect world -- but reality is diminished positions, lack of time, so how do we do it formally?  It's busier and more demanding.  The article addresses best practice which seems to assume full-time.

 

Article makes assumptions about understandings that are not universally shared.

 

Secondary perspective -- changing the focus to collect different information more systematically

 

Balance of curriculum and skills -- a systemic issue :  skills are as important as content; some of these things are easy to do, to measure success and learning. 

 

Do we have to improve we are important?  Mixed feelings -- TL and user feedback can shape practice and help re-frame teaching.  Capture ideas on a wiki!

 

Results will be evidence for others but is meaningful for the group as it explores potential for practice: not required to be shared but we may want to do this

 

For example, a database of tools would be helpful, eg: AASL Standards

 

Intent isn't that you do all these things, but rather what does research show?  Are there some things that can be tried and used selectively?  RE-frame thinking -- it's not what you are NOT doing but rather how do you do more of what works?

 

Questions-in-Progress

 

• Is relevant to the group and the group practice
• Is based on best practice
• Has an impact on student and teacher learning
• Is measurable 
• Is manageable
• Addesses the needs (or passions) of the group

 

 

1.  How can we devise an evaluation tool to measure practices that ensure consistent exemplary programs through Vancouver School LRCs?

 

2.  What are the barrier to teachers' collaborating with (a) TLs?  What are succssful practices to breaking down barriers?  Describe success in your SLP.

 

3.  What are the characteristics of a model SLP and how is this ensured with discrepancies in time, budget, qualifications, and outside funding?

 

 

The Question

 

How can we, as a professional learning community, support TLs in implementing exemplary school library programs in our schools?  

 

• What are the characteristics of a model SLP, and how can we build a professional learning community in which best practice is shared with TLs? 

   

• How can I share my best practice with colleagues and new TLs? 

 

 

The Action Plan / Focus the Question

 

 

What are successful practices that enhance our capacity to deliver services to teacher and teacher-librarian colleagues, as well as students? see this link:  Collaboration

 

 

 

Inquiry Article -- Embarking on Action, by Catherine Brighton (EL, Feb 2009)

 

Teacher recognizes problem and is reflective: she is perfect for action research model for purpose of making meaningful change / three groups: 1st person (I ...), 2nd person (you ...), 3rd person (they ...)

 

Often uses action research to improve the dynamics of a group -- raising level of concern / heighten anxiety!

 

Once focussed, teacher develops a plan:  strategies, design of activities, etc.; works with research team

 

Research team: how to begin research in an authentic manner; background, purpose for learning, engagement, choice, social learning, connections to the learning

 

Collect the data -- researcher builds a picture using multiple types of data (exit cards, anecdotal, observation, personal reflections, etc.) and a spreadsheet!

 

Examples include Assessment FOR Learning: the more systematic the approach, the more benefit there is in terms of change

 

Analyzing and drawing conclusions, based on data and reflections:  students who were engaged by the activity were more likely to ask Qs and generate As, thereby increasing their grasp of the content.  Students must be engaged to learn effectively.  Off to the administrator:  broader audience was next, in P's opinion -- what had been achieved in one site could be used to change practice

 

T revised her math units to incorporate student interest as a guiding force for instruction in future -- but what about multiple interests? 

 

Discussions Feb 10:

 

Our Needs…

 

·        Graphic organizers

·        No distractions

·        Small-large / heterogeneous/homogeneous group

·        Practical applications dialogues

·        Brainstorming time

·        Connections

·        Agenda – prior

·        Limited focus at one time

·        Coffee – coke zero

·        Perfect room – natural light, temp, size

·        Materials to write with, see

·        Openness

·        Challenge

·        Interesting contexts

·        Visuals

·        Concrete-random

·        Balance of theory/ practical

·        Big picture

·        Processing & experimental time

·        Small chunks to get to big picture

 

 

Our Contributions…

 

·        Ideas – time & talk

·        Research – knowledge of big picture – questions – clarify for self & others

·        Listening process, apply & continue dialogue – synthesize

·        Enthusiastic to new ideas

·        Making connections – contribute ideas

 

 

Working Together…

 

 

·        Small group dialogue

·        Large group dialogue

·        Variation of venues

·        Heterogeneous/homogenous

·        See everyone’s faces – organization

·        Wheat free treats

·        Distraction free

·        Openness

·        Technology available

 

 

 

Proposed Inquiry Questions:

 

 

1.      How can we devise an evaluation tool to measure practices that ensure consistent exemplary programs through Vancouver School Library Resource Centres?

 

 

Key: INDICATORS – To impact student learning

 

 

2.      What are the barriers to teachers collaborating with

a.       TLs? What are successful practices to breaking down barriers? – Reframed.

b.      Describe success in your library program. Examples. (measure against the “learns” model)

 

 

3.      What are the characteristics of a model slp and how is this ensured with discrepancies in time, budgets, qualifications and outside funding?

 

 

Consistency

Indicators

(New Colleagues needs)

 

 

 

 

 

 

 

Absolutely! The purpose of the website is to inform and share. The entire website may be downloaded and modified to suit your needs.