Collaboration in the Library Padlet

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

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

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…

LLED 462 - Recipe for a School Library

I have chosen to create a two-minute-long Powtoon animation showing my recipe for a school library for my Module 2 learning curation. I wanted to build on my learning from two weeks ago by creating my second Powtoon and I felt that the animated format lent itself well to a recipe. I am pleased that I was able to record a voiceover for this movie and time it to match the slides.

I see a connection between my essential question (“How can I build relationships with students, teachers, administrators, parents, and other teacher librarians?”) and the goal of school libraries as a hub of literacy and learning. As I mentioned in my animation, I believe that strong relationships are an essential part of the recipe. You can have the newest technology, amazing resources, and flexible seating, but if no one feels welcome in the library, it won’t be successful.

I think that time, another important factor in the school library recipe, contributes to relationships, as the teacher librarian gets to…

LLED 469 - Access for All Learners and Formative Assessment

Module 9 addresses the important concept of ensuring that learning takes into account all of your students’ learning needs. I believe it’s very important to meet students where they are and to treat them with dignity. Putting this philosophy into practice can be challenging as a teacher on call as I am often working with a class for just a day and I don’t have time to get to know the students well. It’s challenging to try to figure out if a student is not following directions because they don’t want to, or they can’t understand the language you are speaking, they are going through something at home, or they have special needs, etc. I look forward to future jobs where I get to know the students by working with them for a year at a time, or even for multiple years as the teacher-librarian. I think being a teacher-librarian is a special role and I am excited at the thought of someday having the opportunity to follow students as they progress through school. I will consider the individual …

LLED 469 - Inquiry Learning by Design and Essential Questions

Module 7 starts with comparing traditional research and inquiry and lists the reasons inquiry-based learning is superior to traditional research models. Traditional research is seen as teacher-centered, linear, and shallow, whereas inquiry is student-centered, active, and participatory. While I can understand the intellectual argument for inquiry-based learning, I find that I have an emotional reaction to this viewpoint. I was taught in the traditional way and was a successful student, so perhaps I am feeling defensive because the module implies that my education was shallow. I think it’s useful to notice this initial reaction and realize that others may feel defensive about the way they teach. Being aware that my colleagues may feel unsure about IBL will help me plan for Pro-D teaching opportunities. If I know some staff members are already familiar with inquiry and are perhaps taking part in their own professional inquiry, I might choose to work in a small group with them before bri…