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Teacher librarian as connector

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As I am currently a classroom teacher anticipating my first days as a teacher librarian, I look at the role of the teacher librarian with idealism and optimism. In past courses towards my teacher librarianship diploma, I have focused on the relationships a TL develops with students, teachers, admin, parents, and other teacher librarians as one of the major aspects of the role. I see the TL as the connector between people and knowledge.
I continue to believe that being able to develop relationships with the school community is an essential aspect of the job. If no one likes the librarian, people aren't going to want to go to the library and collaborate!

I created a Padlet in LIBE 462 entitled Collaboration in the Library. It includes my thoughts on how to encourage collaboration, and links to videos and articles on working with classroom teachers. I honestly believe that food can be a way to connect with others and I've had good luck with my Grandma's chocolate chip cookie…

Assignment 1 - Where in the world can I find an atlas?

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At University Hill Elementary, we have a well-stocked reference section that includes both print and digital resources. As our digital resources are purchased on a district level and teacher librarians don't make the decisions about which online resources we select, I have chosen to look at our school's print materials. The resource I decided to evaluate is The Nystrom Atlas of Canada and the World. When I assessed our collection this resource stood out as an outdated book and our teacher librarian agreed that it would be a priority to update our atlases. At our library, we have a class set of the 2005 edition of this atlas. As Reference Skills for the School Librarian by Riedling states that "a world atlas that is five years old portrays enough obsolete information to be considered only for historical purpose" (Riedling, p 81) and our books are now thirteen years old, I believe it is time to look at updating this resource.

I chose five criteria to analyze and evalu…

Proud member of the Oregon Trail Generation

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As the name of my blog suggests, the library is my happy place. I love being surrounded by books and having the time to browse the shelves and find new resources. I can't see myself ever giving up print books. However, I also do a significant amount of information gathering online and am comfortable searching digital resources for the answers I need. It likely won't surprise you to know that I was born in 1977, the year that Riedling declares as the generational divide in our text, Reference Skills for the School Librarian. I have one foot in the print world and one foot in the digital world. I can remember using card catalogues and microfiches and I also use online databases and have been blogging for over a decade. I was amused when I read that my generation was dubbed the Oregon Trail Generation in a Social Media Week article by Anna Garvey
I can't be the only one who remembers playing this game in elementary school!

I'm comfortable using both print and digital r…

LGBTQ Resources for Primary Grades Padlet

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For my final learning curation in LLED 462, I created a Padlet with a selection of LGBTQ resources for the primary grades.

Collaboration in the Library Padlet

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I chose to do a learning curation about Week 7's module as it meshed so well with my essential question for this course. This week's theme was "The teacher-librarian as educational leader: Supporting networks and partnerships in the library" and my essential question is all about developing relationships. I have used Padlet once before to collect links for a unit and this time I created multiple posts that were a mix of notes (with images to add interest and help make a connection to the topic), links to articles, and links to videos.

I linked to readings from the course and then searched for some additional resources that were relevant to this module's topics such as the collaborative planning sheet from the BCTLA, the blog post about an Ontario TL finding ways to collaborate in the LLC, and a BCTF article on the benefits of collaborating with your TL.

My notes from the readings built on the ideas I had expressed in my "Building Relationships" Powtoon…

Trying out Symbaloo - A Digital Literacy Webmix

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For my Module six learning curation, I started a Symbaloo account and created my first webmix. I started with the MediaSmarts website and the resources found in module six and branched out from there. I curated twenty-five links and categorized them into Images, Videos, Websites, Lesson Plans, Articles & Blog Posts, Books, Workshops, and Tools.

I found the Symbaloo platform easy to use and I enjoy the visual element of the webmix. It reminds me of Pinterest, which I use frequently. I liked the fact that I was able to upload a photo of my choice for each tile and I tried to use the logos from the websites that I found or screenshots from videos. I have been interested in the topic of media literacy for years, so I added links to "Made You Look", a revised version of a Canadian book about advertising. I also remembered a Vancouver-based organization called Check Your Head and linked to two of their workshops on media literacy and gender in advertising.

I feel that I am of…

Cultivating life-long readers - preserve readers' choice

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I find that Module 3’s topic of cultivating life-long reading habits gets to the heart of why I want to become a teacher librarian. I look upon this as almost a sacred duty to support readers as they discover their interest and enthusiasm for reading. Knowing that being a reader is correlated with success in school and future careers, I don’t take it lightly when I student’s interest in reading is quashed. In the elementary school scenario in Module 3, a Grade 2 reader is sad when he is told he must restrict his reading to level 2.4 fiction rather than the nonfiction books about animals that he enjoys. I would help this student by defending his right to select his own books for recreational reading. 

Gaiman states that “libraries are about freedom. Freedom to read, freedom of ideas, freedom of communication,” (Gaiman, 2014) and the AASL’s policy on labeling is that “School library collections are not merely extensions of classroom book collections or classroom teaching methods, but rat…