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Name: Lauren O’NeillStudent Number: 20310647Course: CONT997Date: June, 2021IntroductionThis handbook is a resource that includes practical information for new teacher librarians. Included will be relevant coursework and assignments, samples, handouts, research articles, foundational documents, personal inquiries and resources, and relevant links for future use. I chose each item in this book carefully, as they can each be used to inform my planning, decision-making processes, teaching, and delivery of a strong library program. Core information is broken up into 6 modules, and within each module, information will be sectioned out as shown in the following table of contents. Modules are sectioned out with large 1-6 tabs, and items within each module are numbered to match up with smaller numbered tabs. The format of each piece of information provided (article, journal entry, class collaboration, and etc.) appears in italics. A number of the items in this handbook are specific to School District 73, as it’s where I am currently working. I’d like to extend a big thank you to Kaya Nishidate, Ashleigh Wighton, Kristen Bond, Sarah-Beth (B) Hogg, Navneet Sangha, and Nic Brassard for their amazing contributions in this course - I included a number of their additions into this handbook. Thank you as well to Maureen McDonough for gently and sagely guiding us through the first part of this program, and to Rick Rhynolds - the amazing TL who spent a lot of time answering all of my questions with patience. Teacher Librarian Handbook – Table of ContentsModule 1: Libraries and Librarianship1. Article - “Curation in School Libraries” by J.K. Valenza and B.L. Boyer2. Foundational Document – Leading Learning (cover/link/table of contents only)3. Article - IFLA/UNESCO Ch. 1: Mission and Purposes of a School Library4. Infographic – “School Libraries and Student Achievement” by K. Haycock5. Class Collaboration – Professional Associations (TL resources / guidance)6. Article – “Advice to New Librarians” by B. Munson7. Class Collaboration – Teacher Librarian Support Networks (blogs and podcasts)8. Module Culminating Assignment – Advocating for School Libraries (an elevator moment) Full Document #1 – HGEC Library Learning Commons HandbookFull Document #2 – BC Digital Classroom: Subscribed Digital Resources for Research and InquiryModule 2: Teacher Librarians as Program Administrators9. SD 73 website - roles for Library Support Staff / summary and reflection10. Selection Policies- Book Excerpt – pages 56-58 of New on the Job: A School Librarian's Guide to Success 2nd Edition by H.K. Weisburg and R. Toor (re: book selection)- SD73 HGEC website - info for locally reviewed novels / Library Research Services: LCC information pages- Samples - Alternate SD websites: request for reconsideration forms and letter to complainant forms- ALA website - List of information re: selection / reconsideration and appendix available on ALA website11. Article – “Reference Skills for the School Librarian: Tools and Tips” by A.M. Riedling, L. Shake, and C. Houston / my summary and reflection of the reading12. Samples - Purchase considerations13. Samples – New Book Wishlist forms14. Journal - SD73 cataloguing and processing resources information (info from local TL R. Rhynolds)15. Class Collaboration / Module Culminating Assignment – Annotated list of book suppliers with contact informationModule 3: Teacher Librarians as Instructional Partners16. Journal – my summaries / takeaways / reflections for the following articles: - “Getting Beyond Superficial” by D. Levitov.- “As Media Landscape Changes, Librarians Take on New Roles” by M. Will.- “The Paradox of our Profession” by A. Martin and S. Panter.- “Reading Instruction and School Libraries” by C. Tilley.- “My Take on Librarians” by C. Kennedy.17. Article – “Teacher and Librarian Collaboration: A Qualitative Study” by P. Montiel-Overall18. - Book Excerpt – pages 62-63 of New on the Job: A School Librarian's Guide to Success 2nd Edition by H.K. Weisburg and R. Toor (regarding fixed/flexible schedules)19. Connecting with Teachers / Staff– Class Collaboration - How to connect with staff- Journal - Summary / Reflection from p. 90-102 of New on the Job: A School Librarian's Guide to Success 2nd Edition by H.K. Weisburg and R. Toor (re: connecting with teachers)20. Foundational Document– BC Curriculum: Key features of BC’s Curriculum Redesign (excerpt only)21. Class Collaboration – Selection of TL-as-curriculum-leader tie-in opportunities22. Article – “School Libraries, Librarians, and Inquiry Learning” by D. Levitov22.5 Infographic – “What Can Collaboration With a Teacher-Librarian Look Like” by the Surrey Chapter of the BCTLA and the Surrey Teachers Assn.23. Samples/Handouts – open ended question stems (from ciaraoneal.), and samples of resource organization tools (from ) HYPERLINK \l "TwentyThreePointFive" 23.5 Module Culminating Assignment – Genius Hour Module 4: Teacher Librarians as Information Specialists24. Article – “Towards a Transformative Pedagogy for School Libraries 2.0” by R. Doiron25. Digital Literacy, Information Literacy, and Digital Citizenship- Assignment - Mind map for digital literacy/information literacy/digital citizenship - Article – “School Librarians are Teaching Digital Citizenship” by S. Maughan26. Assignment – Common Sense Media review27. Journal – virtual reference shelf and list of resources for collaboration28. Journal – SD73 list of databases HYPERLINK \l "TwentyEightPointFive" 28.5. Module Culminating Assignment – Flip Grid Sample Project – TL as Instructional Partner: Tying Tech in with Fine Arts Curriculum. Suitable for K-7 HYPERLINK \l "ModuleFive" Module 5: Creating a Culture of Readers29. Articles and a journal about how to create a culture of readers- Article – “Books and the School Library” by A. Lamb and L. Johnson- Article – “The Mighty Picture Book: Providing a Plethora of Possibilities” by J. Moreillon- Article – “How Special Is that Special Collection” by L. Staenberg and S. Vanneman- Journal – Guidelines I want to remember based on the above three readings plus “Stocking Library Shelves for Student Success: Motivating Readers Through Science” by J. Fleischhacker and “Meeting the Needs of Lesbian, Gay, Bisexual, Transexual, Queer, or Questioning Students through the School Library Collection” by L. Horton.30. Journal – summary / reflection of a book excerpt (p.5-18) from In Defense of Read-Aloud: Sustaining Best Practice by S.L. Layne31. Journal – summary / reflection from the article “The Power of Reading: Insights from Research” and a video “NRC Presents: Stephen Krashen on Reading Because You Want To (part 2) - both by S. Krashen32. Article – BCTLA’s Position Statement “Book Levelling and School Library Collections33. Article / Excerpt re: choosing ‘just right’ books- Article – “The Five-Finger Reading Strategy” by M. Duczeminski- Book Excerpt – from The Book Whisperer: Awakening the Inner Reader in Every Child by D. Miller (pgs 71-76)34. Article – “Graphic Novels go Back to School” by S. Maughan35. Class Collaboration – Author Facts 36. Infographic and Module Culminating Project - Infographic - how to build book displays by J. Lagarde- Module Culminating Assignment – sample of book display Module 6: Informing Practice Through Observation37. Samples – school library evaluations from “Achieving Information Literacy: Standards for School Library Programs in Canada” by The Canadian School Library Association and The Association for Teacher Librarianship in Canada (2003) and “Performance Standards: One Way to Look at This” from School Library to Library Learning Commons: A Pro-Active Model for Educational Change38. Journal – Amazing virtual resources with annotations39. Class Collaboration – More amazing annotated virtual resources40. Module Culminating Assignment - Virtual Library Visit to Juniper Ridge Elementary SchoolModule 7: Planning to Lead41. Extras-Picture Books to Support BC’s Core Competencies- HYPERLINK \l "ResourcesForSocialStudies" Recommended Resources to Support Teaching Social Studies-SOGI – Updated Curated List-Information for Booking Author Visits (K.Bond)Module 1: Introduction to Libraries and LibrarianshipThe school library provides information and ideas that are fundamental to functioning successfully in today's information- and knowledge-based society. The school library equips students with lifelong learning skills and develops the imagination, enabling them to live as responsible citizens.— IAFL School Library ManifestoIn this module you will have the opportunity tounderstand that the goal of an effective school library program is to actively promote student learningexplore the extensive network of support available to guide and direct the work of teacher librariansbegin to create the essential connections to others in your profession Article: “Curation in School Libraries” by J.K. Valenza and J. Kasman.Reference: Valenza, Joyce Kasman, et al. “Chapter 4: Curation in School Libraries.(Social Media Curation).” Library Technology Reports, vol. 50, no. 7, American Library Association, 2014, p. 27–. Accessed May 31, 2021.Link to article: (copied directly from link above): In chapter 4 of Library Technology Reports (vol. 50, no. 7), “Social Media Curation,” the authors present interviews with school librarians who describe how digital curation supports learning, serves as a learning activity for students, and contributes to the larger community. [ABSTRACT FROM AUTHOR] ?Foundational Document: Leading Learning. Reference: Canadian School Libraries (CSL).?“Leading Learning: ?Standards of Practice for School Library Learning Commons in Canada.” 2020.Link to document Article – IFLA / UNESCO “Mission and Purpose of a School Library” – school library guidelines.Reference: International Federation of Library Associations and Institutions. 2015. IFLA School Library Guidelines.Link to document: – “School Libraries and Student Achievement” by K. HaycockReference: Haycock, K. “School Libraries and Student Achievement.” Teacher Librarian. Vol. 31, Issue 1, p.34-34. Accessed June 4, 2021. Link to article and infographic: and Class Collaboration – Professional AssociationsReference: Nishidate, K., Wighton, A., Bond, K., Hogg, S.B., Sangha, N, and Brassard, N. “Professional Associations.” Collaborative Google Document, 2021. Accessed June 4, 2021. “Renaissance Delayed: Supporting Early Career Teacher-Librarians in British Columbia” by Anne Hales and Leisbet Beaudry.? is a BCTF report that addresses both positive and negative aspects of being a teacher-librarian who is new to the job, with specific focus given to pro-d opportunities, mentorship, and additional education.? It’s based on action research undertaken by BCTLA and BCTF union members, and it provides a number of enabling conditions intended to help new TLs transition into their roles.? -Lauren O’Neill____________________________________________________________________________I couldn’t decide which resource I liked better so, I decided to share both - Navneet?“Letter to First-Year Librarians” by Colleen R. Lee was a letter written for First-Year Elementary school librarians. It provides 5 different tips/advice that will help you in your own advice. Feeling worried? Read this article as the author does a great job to ease your nerves.“This is How We Help Future School Librarians” by Mica Johnson source provides a few tips and reminders to TL on how to help future librarians that may be volunteering in your school library for experience; so they are able to get a well-rounded experience versus just doing mundane tasks.?____________________________________________________________________________I found this great link to the “Five Strands” of TL from the local chapter of the BCTLA (I hope the link works!): is a graphic organizer developed by my district that provides an overview of the so-called “five strands”of being a TL.? Important things to consider!? Jenn____________________________________________________________________________Nicolas Brassard“Becoming a Celebrity Teacher Librarian: Moving Towards Self-Actualization and Realization”(2016). Written by Jennifer Branch-Mueller and Joanne de Groot, University of Alberta.? article focuses on five new teacher-librarians, and how they navigated their transition from teacher to teacher-librarian.? This article goes into detail about the barriers and challenges, reflective practice,? advice for new teacher-librarians, and overall opinion for the career path.? Here is an excerpt that best describes the thoughts shared in the article:“They considered the importance of balance, letting things go, focusing on those teachers who want to learn with them, and working with administrators to make things happen.? Valuable previous experiences included classroom teaching experience, dispositions, understanding the school context, and connecting with administrators.??Participants offered several key pieces of advice for new teacher-librarians: promote, advocate, connect, organize, read, build relationships, and know your administration” (p. 94).?____________________________________________________________________________The ‘Gem’ I would like to share with you all is found within the BCTLA site and is a very handy collection of easy-to-access, reliable book review sites (English and French) sites to help curate your future collections.Please follow these steps and take a look as you go -- you might see other items of interest on this LONG way to my gem:? on the BCTLA site, click the PRO D tab on the top green menu bar and select TEACHER LIBRARIAN RESOURCESOn the left-side, seventh from the top you will find BOOK REVIEWSHere you can select reliable reviews and MORE from:The Canadian Children's Book CentreBoréal (en fran?ais)Quill & QuireGoodreadsHere is the quick link also: Nishidate:?“Learning for the Future: Every child in Canada deserves an excellent school library. Here’s why.” ():This article addresses the factors needed for an “excellent school library.” Focusing on Library Learning Commons, four aspects are noted to attribute to student success:Equitable access to:Participatory Learning EnvironmentsDiverse Learning ResourcesActive Learning ExperiencesExpert Instruction and Guidance?I appreciate the clear and straightforward nature of this article, pulling focus to the equity in the library: “All schools in Canada need to be able to develop and support excellent school libraries responsive to the diverse needs of learners today and in the future.”Ashleigh Wighton:?Donohue, Chad. “Building Positive Relationships with Fellow Educators: Simple steps to creating a more positive work environment”. National Education Association, 2020.?This short article by Chad Donohue is from the National Education Association’s advice section of their website (American Resource). This article provides simple, tangible ways to build connections with colleagues in a school setting. The purpose of building these relationships is to promote a positive environment.?The suggestions provided in this article are good foundational steps in building professional relationships. These suggestions would be best suited for a school that does not currently have strong staff connections.?For the purpose of a Teacher Librarian, this would be a useful Teacher Librarian Handbook resource, because it is part of a Teacher Librarian’s role to establish relationships with their colleagues. If meaningful collaboration and support is to be provided, then having a base relationship is an essential piece when working towards that goal. If a new Teacher Librarian enters a school where colleagues are not connected and communicating, this could be helpful.Sarah-Beth HoggThe Heart of A School: A “Day In the Life” of a Teacher Librarian. Winter 2008 Issue.? specific article is an oldie, but a goodie because it takes you through an entire day of a Teacher Librarian. Plus, the article was published in VOICE - The Magazine of the Elementary Teachers’ Federation of Ontario. It’s not a Teacher Librarian-specific magazine, but it has so many articles that are topically interesting like coding and technology, leadership, environmentalism, etc. I really appreciate it as I plan to be a Teacher Librarian in an Elementary school.?Article – “Advice to New Librarians” by B. MunsonReference: Munson, B. “Advice to New Librarians.” AASL Knowledge Quest. 08.25.16. Accessed on May 31, 2021.Link to article: Class Collaboration – Teacher Librarian Support Networks (blogs and podcasts)Reference: Nishidate, K., Wighton, A., Bond, K., Hogg, S.B., Sangha, N, and Brassard, N. “Teacher Librarian Support Network Recommendations.” Collaborative Google Document, 2021. Accessed June 4, 2021. Blog - Blue Skunk: - Trapped Librarian: - Mischievous Librarian: Blog - The Daring Librarian: Blog – The Mighty Little Librarian: – Ciara O’Neal: Podcast: Teachers on Fire: Module Culminating Assignment: Advocating for School Libraries (an elevator moment)References (articles to send to the trustee): Gill, Philip (Ed.) The Public Library Service: the IFLA/UNESCO Guidelines for Development. p. 17. 2001. Haycock, Ken. “School Libraries and Student Achievement.” Teacher Librarian. Vol. 31, Issue 1, p.34. Oct. 2003. Oberg, Diane. “Ignoring the Evidence: Another Decade of Decline for School Libraries.” Education Canada. Vol.52, Issue 2, p.31-34. 2012.Module1: Course Culminating Assignment This is the vision for our district-wide LLC:VISIONAligned with the Kamloops-Thompson School District Strategic Plan, the HGEC Library Learning Commons (district LLC) reflects our common values of equity, diversity, and cultural identity as well as best approaches in the educational and library professions. We are committed to provide a wide range of learning resources, services and programs that are in support of curriculum implementation and student learning.**As this response is meant to be provided in the form of a conversation, I haven’t included direct quotes in my script. Below, I will list source material (indeed, the articles I would like to forward to the trustee I’ve just been speaking with). Response: Thank you for asking that – it’s a great question.There have been numerous studies conducted, predominantly between the 90’s and present day, linking exemplary school library programs to increased student achievement. For example, research shows that academic achievement in reading scores, literacy, and overall test results increases in the presence of a well used library run by a qualified staff. Studies also show that heavier use of libraries is connected to positive differences in student learning when it comes to boosting confidence, self-esteem, and self-responsibility (Haycock, 34). Another researched, positive correlation exists between student achievement and keeping a high-quality collection. Curating a diverse, culturally relevant, and engaging collection for learners (and making it available in formats that are accessible to all) is linked to increased student learning. Some of this collection may be digital, but studies also show that providing a print-rich environment has a positive overall impact on how much time is spent on free voluntary reading (which is associated with wonderful outcomes like increased vocabulary, spelling and comprehension – to name a few) (Haycock, 34). Here in Kamloops, we’re committed to providing library programs and services that support our curriculum. Research shows that having a strong library program where qualified teacher librarians work collaboratively with classroom teachers to deliver units of study has a significant impact on student learning (Oberg, 32). Having schools staffed with full-time teacher librarians affords more time for these specialists to engage in invaluable library projects and initiatives. Due to ongoing issues concerning the receipt of adequate funding for resources, obtaining skilled staff who are employed on more than a part time basis, and a general lack of overall support being given to develop strong library programs / create positive learning spaces, I believe that a number of libraries in our district are struggling to create the exemplary library programs they envision for their schools. Studies show that impactful school libraries are dependent upon having certain features – some of which I’ve mentioned - and their positive impacts are dependant on the extent to which they’re made available (Gill, 17). Hopefully in the future, with advocacy and support, some gains can be made. Thank you for taking the time to listen to my answer. This information comes from some really great articles that I’d love to forward to you outlining and backing up some of what I’ve said in more detail. One in particular that I’ve leaned on quite heavily was created by Dr. Ken Haycock – he’s a well-respected advocate and leader, and he’s done a lot of work in promoting the correlation between having a strong library program and overall student achievement. Full Document #1 – HGEC Library Learning Commons HandbookReference: Henry Grube Education Centre. “Library Learning Commons Handbook.” SD73. Accessed June 4, 2021.Link to handbook: Document #2 – HGEC BC Digital Classroom: Subscribed Digital Resources for Research and InquiryReference: Henry Grube Education Centre. “BC Digital Classroom: Subscribed Digital Resources for Research and Inquiry. SD73. Accessed on June 4, 2021.Link to resource: 2: Teacher Librarians as Program AdministratorsKeeping a school library running and functioning smoothly is a complex undertaking, much of which is learned on the job. Whether your library is an older space or a brand new facility, remember that it is the teacher librarian as the program administrator who sets a positive, inclusive tone and guides the library’s transformation into a welcoming learning space for which everyone feels ownership.In this module you will have the opportunity tounderstand that it takes a collaborative team to develop a positive library environmentlearn that library decision-making is often decided by following set guidelines and policiesdevelop a better understanding of the selection, acquisition, and processing of resourcesSD73 Website – roles for Library Support Staff / summary and reflectionReferences: SD73. “School Volunteer Handbook.” Last updated August, 2019. . Accessed on June 4, 2021. SD73. Job Postings. . Updates on each posting. Accessed June 4, 2021.Summary / Reflection: I found it interesting that under the “typical duties” of the library technicians, library booking clerks, and library assistants, only one bullet point covered direct student assistance.? It belonged to the library assistant job description, where one mention was made pertaining to providing direction and service to students and teachers.? ?Listed for all of the roles, a general point under “abilities, knowledge and skills” simply states that employees have to be able to communicate and keep working relationships with the public, students, teachers, principals and other employees on the board.I also found it interesting that I didn't find a reference to collaboration in any of these job postings.? Library Technicians: The main role of the library technician is to catalogue resources for the media centre, and provide computer technical support.? An LT also: -Assists in acquiring, cataloguing, and circulating materials in the LLC, while maintaining computerized circulation and cataloguing systems.? -Removes and replaces different computer parts, and make minor repairs.-Maintains a computer inventory and supports with annual inventory procedures.? -Maintains the school web page.-Has a knowledge in computer technology, network systems, data base management, and word processing.? -Has knowledge regarding Microsoft, Linux, VMS server, Novel server, and VMS operating systems.? As this job is quite technical in nature, in order to be employed as a library technician in this district you must have a 2 year post secondary diploma in computer technology, possess a library aid certificate, and have two years of previous experience. Library (booking) Clerks: Clerks prepare materials for shipping, and act as a central information source for both internal and external resources. ?An LC also: -Provides training and assistance when it comes to teacher materials / how to book them.-Maintains an on-site inventory of library resources (including AV, supplies and equipment), and processes and circulated materials using online booking systems.-Repairs and laminates books, and types, files, and duplicates materials.? Overall, Library Booking Clerks have to demonstrate a really intense knowledge of the efficient operations of, and procedures for the LLC, and also of computers and data-based management systems.? They provide a highly valuable support role.? To obtain this role in our district, grade 12, a library assistant course, and a year of experience are required.? Parent Volunteers: SD73 supports active parental involvement, and encourages participation.? Volunteers have to be cleared by the principal, and their actions in the school are the responsibility of admin / school staff.? Our district has a school volunteer handbook – volunteers have to meet the criteria in it.? Criminal record checks only have to be done where the principal deems it appropriate (I would have thought that anyone working with children would have to have one, but it’s more only when supervision is limited).? I read the districts school volunteer handbook and it has some really useful information in it.? In addition to including roles / codes of conduct, it also includes sections on how children learn, how volunteers can help children to learn, and effective ways to work with children. ?Student Volunteers / Student Library Teaching Assistants: I couldn’t locate much of any information concerning these two roles.? When I looked into it, I found that different schools in the district have links to the general district volunteer handbook on their websites.? When it comes to district policy regarding student volunteers or student library teaching assistants, I contacted the board office and was told that volunteering within the district in general all falls under “Volunteers in Schools” in the Administrative Procedures Manual.? I outlined it under ‘Parent Volunteers.’ Student volunteers are encouraged in our district.? All volunteers have to be approved by the principal, and if they are students, are always under the direct supervision of an adult staff member in the school.? I included a section for library assistant in lieu of being able to contribute much here.? Library Assistants: ?Library assistants are expected to be something of a jack of all trades in the library.? They help with clerical functions related to library operations, and also help library technicians where possible.? An LA also: Shelves and maintains library collections, circulates books and resources, and creates overdue lists.Helps with inventory, repairs and laminates books, makes minor repairs with AV equipment, types, files, and duplicates materials.The library assistant has to have a detailed understanding of the efficient operations of their school library, as well as a working knowledge of computers / computerized cataloguing systems, and AV department.? Qualified LAs in our district have completed a Library Assistant Certificate program, as well as additional computer courses, and can type 40wpm.? Prior experience is also necessary.? 10. Selection PoliciesReferences (embedded): H.K. Weisburg and R. Toor. New on the Job: A School Librarian’s Guide to Success 2nd Ed. pgs. 56-58. Accessed June 4, 2021.New on the Job – section re: selection policies (pages 56-58)Link to selection here: SD73. “Locally Reviewed Novels.” Accessed on June 4, 2021. SD73 Website – Information on locally reviewed novels Link to page here: – Alternate SD websites: request for reconsideration forms and letter to complainant formsSD 43. “Selection of Learning Resources.” Accessed June 4, 2021.Link (includes section for reconsideration): Chinook’s Edge School Division. “Administrative Procedures: Request for Reconsideration of Learning Resources Form.” Accessed June 4, 2021. Link: SD 73. “General Process for Problem Solving.” Accessed June 4, 2021.Link to page: American Library Association. Website. . Accessed June 4, 2021. ALA website – List of information re: selection / reconsideration and appendixLink: 11. Article – “Reference Skills for the School Librarian: Tools and Tips” by A.M. Riedling, L. Shake, and C. Houston / summary and reflection of the readingReference: Riedling, A.M., Shake, L., and Houston, C. “Reference Skills for the School Librarian: Tools and Tips.” The Library Quarterly. Vol. 84, Issue 2, 2014. Pgs. 252-254. Accessed on June 4, 2021. Link to article: Summary / Reflection (considerations to make when building a reference collection): Evaluation Criteria – Reference Collection-Content Scope: Check the statement of purpose (should be available in print and digital resources). What’s its purpose and who is the intended audience? Consider whether or not the resource matches up with the curriculum, and to what degree. How broadly is the subject area covered (consider geographic information as well as time periods). -Accuracy, Authority, and Bias: How biased is the resource, and how reliable is the information? Is it easy to find source material? How reputable is the publishing agency, and what are the authors credentials?-Arrangement and Presentation: Generally, how easy is it to access the resource? Is it laid out in a user-friendly way? With consideration being made to your intended audience, is the information presented in an organized fashion that is intuitively easy to follow? Examples of things to check for: table of contents, indexes, a help option (for digital resources), and useful graphics. -Relation to Similar Works: If you already have items in your reference collection that cover much of the same information included in a resource under consideration, the real question is how will this new resource ADD to the collection. Remember, references should answer questions. Is the resource answering anything additional or new? Another consideration to make is whether the resource follows a more recent timeline, how large the information overlap is, and how much additional information is provided. -Timelines and Permanence: How current and relevant is your reference collection. It’s good to bear in mind that many printed resources are outdated by the time they arrive at your library or LLC. It’s also important to note that digital resources are sometimes (often) updated. A TL needs to be aware of policy statements regarding the updating of information in their resource collection. The date and time a digital resource is visited should be noted in any citations. -Accessibility / Diversity: The reference collection should always be available to all learners in the school, regardless of any physical or linguistic limitations. Schools are filled with a very diverse population of learners – sometimes collections will include repeated material because it needs to be available in different formats / languages / levels to suit the specific needs of its community. Selection of the reference collection also needs to be inclusive by taking different cultural perspectives into consideration.-Cost: Is the money required to acquire a resource in line with how long you predict it will be used for, current and future student needs, curriculum connections, and anticipated use? If it’s a digital subscription, are there yearly licensing / renewal fees or is it a one-time purchase for unlimited access? Does a digital purchase also include a hard copy for in-house use so that the resource is made more readily available? If your reference collection already has a similar resource, are the differences / improvements in this resource significant enough to warrant the cost?Additional Notes for Myself:-Make sure that the primary goal is to provide teachers / students with a quality collection, and that quality beats out quantity. Use your space wisely and curate a well-used resource collection. -When you collect resources, it is best to do so collaboratively. See what the teachers in your school are covering. Ask them what would be most useful to them. Have a detailed knowledge of the curriculum so that these things can inform decision-making. - Your reference collection will be comprised of both compilations that directly give information (encyclopedias / biographies, and etc.), and compilations that refer to other sources – showing where information can be found (indexes, bibliographies, and etc.). -Reviews are critical in selecting high quality resources. Check the following for all grade levels: - American Libraries (ALA), American Reference Book Annual, Booklist, The Horn Magazine, Library Media Connection, Internet@Schools, School Library Journal, and A Guide to Reference Materials for School Libraries, 6th Ed. -Don’t forget to organize and maintain your reference collection. That also includes weeding out resources that are dated / unused / in poor condition and etc.12. Samples: Purchase ConsiderationsSample #1: Title: Honeybee: The Busy Life of Apis MelliferaAuthor: Candace FlemingIllustrator: Eric RohmannBook Cover: ISBN: 9780823443048, 0823443043Awards: Robert F. Sibert Medal winner, an Orbis Pictus Honour book, selected for the Texas Bluebonnet Master list, finalist for the AAAS / Subaru SB&F Prize for Excellence in Science Books, and on the ALSC list of notable books of the year.Age/Grade Level Intended: Primary grade levels (1-3)Format: e-book About the Book / Plot SummaryThis book follows the drama and life of Apis, the honeybee, as we learn about her life. From googlebooks: “A tiny honeybee emerges through the wax cap of her cell. Driven to protect and take care of her hive, she cleans the nursery and feeds the larvae and the queen. But is she strong enough to fly? Not yet! Apis builds wax comb to store honey, and transfers pollen from other bees into the storage. She defends the hive from invaders. And finally, she begins her new life as an adventurer.”Review Comments: from Mandie Caroll of Common Sense Media. Accessed April 26, 2021. This enchanting book captures all the wonder and work of a honeybee's life. While the free-verse poetic text in Honeybee: The Busy Life of Apis Mellifera?creates a pleasing rhythm that is read-aloud gold, the art expertly supports the educational work of the text. Within the dim and nearly colorless confines of a beehive, Rohmann yields browns, blacks, and yellows to render the honeybees in intricate and beautiful detail, down to the tiny hairs on bee legs. Descriptions of the intricate dance Apis does to give directions to other forager bees and the astonishingly small amount of honey one bee's collected nectar produces in their lifetime will fascinate readers.Author Candice Fleming smartly creates anticipation by ending each spread with the question: s it time for Apis to fly? "Not yet," the next page answers, followed by an explanation of the next in-hive job she will do. A breathtaking double fold-out spread marks Apis'?first flight into fields of colorful flowers and a bright blue sky. It's a lovely "oooh" and "ahhh" moment as readers, too, experience Apis' first taste of freedom. This flair for drama makes the book shine and the science go down easy. This is a?delightful pick that will wow budding entomologists and bee-haters alike.My Recommendation to Purchase or Not. Explain reasons: Recommended. I would like this to be a part of a library as a hardcover book as well as an e-book. For primary teachers who are delivering units on life cycles, this is an in-depth look at the life and jobs of a honeybee. It’s engaging, beautifully illustrated, and captures the readers attention. It can easily be used in conjunction with the science curriculum for primary grades, honeybees (and their plight) have been in the spotlight in recent years, and a non-fiction book, the information will not become outdated (it should be a welcome addition to our library for quite some time). It is complimentary to other books on lifecycles. Additional considerations include a good price point, and that it’s been reviewed and received awards from notable sources. Sample #2: Title: One Little Bag: An Amazing Journey Author: Henry ColeIllustrator: Henry ColeBook Cover: ISBN: 9781338599299Awards: Association for Library Service to Children (ALSC) notable childrens book list 2021Age/Grade Level Intended: 5 and underFormat: e-book ($9.99)About the Book / Plot Summary:This book begins with a tree being felled to be used to make paper bags. It then goes through the life and use, and re-use, and re-use, and further re-use of the paper bag as it moves through a three-generation family. The book is without words, but the illustrations are beautifully detailed and in black and white with the sole exception of the paper bag. It encourages readers to take a closer look at the things they throw away. Review Comments: * "Beautifully effective." -- Kirkus Reviews, starred review* "Elevating the life of an ephemeral object to the time scale of love across generations." -- Publishers Weekly, starred reviewMy Recommendation to Purchase or Not. Explain reasons: Recommended. This is a wonderful and timeless gateway to books provided to our youngest readers. A story without words, it’s a book that’s accessible to our English and ELL students alike. The content of this picture book is as relevant now as it was 40 years ago. Scholastic is a trusted publisher. It provides an introduction to the power of illustrations and the use of picture clues to tell a story. I think that despite this book being promoted to ages 5 and under, it could actually be shared with an entire school as a springboard for an Earth Day challenge to re-use an item that might otherwise be thrown away. It can also be used to inspire journaling, art projects (what an amazing style), and talks about the environment. The price point is good as well. One concern: It's recommended for 5 and under (so it could be used by the pre-K’s in strong start as well as the K’s, but outside of a larger project, might be quite limited in terms of who signs it out. 13. Sample – New Book Wishlist Forms14. Journal – SD 73 Cataloguing and processing resources information Reference: Rhynolds, Richard. Personal Interview. April, 2021.Cataloguing and Processing Resources Information: -Our district uses Follett Destiny Library Manager for cataloguing and circulating duties (library software).-SD73 uses central cataloguing. If you order a resource and it comes to the school, it is sent to the Henry Grube, processed, and sent back. There are a number of pros and cons to this. Pros are that it makes things a lot more consistent regarding access, searching, and borrowing. Cons are that it can create a large backlog and sometimes it can take months for an item to be processed and returned to the school.-If an item has been processed by the Henry Grube, and then it is going to be passed from one school to another, the library assistant at that particular school will be in charge of putting it into their individual schools system. -We do have established district guidelines to make sure our catalogue is well maintained, and Andrea Wallin (the district library co-ordinator) oversees a lot of cataloguing to ensure consistency. -Cataloguing information (marc record): you can search by title, publisher, year published, year purchased, keyword, synopsis, and subject headings (themes). 15. Class Collaboration / Module Culminating Assignment – Annotated list of book suppliers with contact informationReference: Nishidate, K., Wighton, A., Bond, K., Hogg, S.B., Sangha, N, and Brassard, N. “Book Suppliers.” Collaborative Google Document, 2021. Accessed June 4, 2021. Kaya Nishidate:Iron Dog Books:Iron Dog Books is my personal favourite bookstore. IDB is an Indigenous-owned bookshop located in Vancouver. From their website: “While our roots are as Vancouver’s first modern-day mobile bookshop, our storefront is the place we focus on building community. Owned and operated by Cliff and Hilary Atleo and rooted in the core belief that books should be affordable and accessible, Iron Dog Books sells new, used and remaindered books in Tsleil-Waututh, S?wx?wú7mesh and Musqueam territories (metro Vancouver).”?Iron Dog Books offers teachers “a 20% discount on bulk purchases of 3 or more copies of a single title to help with the purchases of classroom sets, book clubs, etc.”?Address: 2671 East Hastings, Vancouver, BCHours: 10am-6pm 7 days a weekContact: requests@ 604.215.8807Instagram and Twitter: @irondogbooks?Kinder Books:Kinder Books is a wonderful bookstore now located in the New Westminster Quay (River Marker). I began ordering from the owner, Anne, before she had a storefront. She would hand deliver books in the city or to local elementary schools. Kinder Books has since expanded and now carries educational toys and resources in addition to their wonderful book selection.?Check them out here: There is an educators section on the website dedicated to learning resources.?Kinder Books supplies Indigenous books as well. They will special order titles published by Strong Nations upon request. I have occasionally seen sales and contests pop up on their social media but I am not aware of any specific sales throughout the year.?Address: 101 - 810 Quayside Drive, New Westminster, BCHours: Wed-Sun 11am to 5pmContact: info@kinderbooks.ca 604.616.2653Ashleigh WightonScholastic Education 1-800-268-3848 to set up an account for online ordering.“Classroom Essentials is dedicated to the very best selection of books and materials tailored to Canadian curriculum requirements. Our online store is bursting with over 3,000 items including the latest Canadian classroom resources, skill-building manipulatives, decorations, rewards, and more. Scholastic Canada is one of the country's leading publishers and distributors of children's books and educational materials in both official languages. For over 60 years Scholastic Canada has introduced young people to the joys of reading, and has enlarged their understanding of Canada and the world. Today we continue that mission with award-winning Canadian books and outstanding classroom materials, along with related educational software.”Scholastic offers books in both English and French. They have a large selection and are intentional with book offerings which include a variety of minority group representations. Sliding scale discounts are available for orders over $2000 which would be the most lucrative way to order for a school order. This pertains to both curricular support texts and the just for fun texts to engage reading. Ordering through Scholastic is easy (I have done it in the past, just not on a large scale for the school). Online orders can be supported through a customer service phone line. Orders are delivered directly to your selected shipping address - in this case, the school.?Submitted by: Lauren O’NeillKidsbooks –Address: 2557 W Broadway, Vancouver, BC V6K 2E9Phone: (604) 738-5335Notes: This supplier has a very reasonable price point with many discounted offers, runs out of Vancouver, and allows invoicing (order now and pay later).? You can order in other library-themed items (puzzles, puppets, board/soft books, socks, umbrellas, and etc.).? They carry graphic novels, indigenous books, a selection of French books, and grade appropriate books for pre-K and up.? There are also a number of available teacher resource books available.?United Library Service (ULS)-Address (head office): 7140 Fairmount Drive SE Calgary, AB T2H 0X4Phone: 403-252-4426 / 1-888-342-5857 (Loc. 0) Email: info@Address (BC division): 101B - 3430 Brighton Avenue Burnaby, BC V5A 3H4Phone: 604-421-1154 / 1-877-853-1200 Email: burnaby@Notes: This supplier runs out of Calgary, but also has a BC division.? They offer an assortment of paperbacks, hardcover books, and audio for students who are pre-K and up.? They have specialized lists, seasonal catalogues, and a good price point (with discounts and free shipping).? You can find a number of materials here that line up well with the BC / AB curriculums as well.?____________________________________________________________________________Submitted by Kristin BondChapters / Indigo / ColesFor in-store purchases, at Chapters and Coles, teachers and school libraries are able to receive a 30% Discount (must show teacher id card) on classroom book purchases / orders made directly from their stores (pick up from store, not online or delivery).??Store Finder | chapters.indigo.caFurther, Chapters / Indigo offers an Adopt-a-School program, Indigo Fundraiser Program, and Love of Reading Grants that directly benefits high-need schools. For more information please visit this link:Love of Reading Foundation | chapters.indigo.ca? and Our Company - Indigo?As I have mentioned before, my school burned down last September and we were very fortunate to receive an incredible sum of money to help us rebuild our school library from the Chapters Love of Reading Foundation.? Also, previous to the fire, both of my school libraries benefited from the Adopt-a-School program.?Chapters is an excellent vendor and community partner for public school libraries.Dilly Dally Toys and Delights1161 Commercial Drive, Vancouver, BC, 604-252-9727info@dillydallykids.caDilly Dally KidsThis gem of a store, located in downtown Vancouver holds a great many treasures, including a fabulous book collection for young readers (K-7). Many of their titles are from BC and Canadian authors.? Kids Books?Additionally, to outfit your LLC, Dilly Dally has a fantastic collection of wooden loose parts and provocation materials that inspire learning and creativity in a host of good ways, and a fabulous selection of puppets to take the storytelling experience to the next?level for readers and storytellers alike!Grapat wood mandala mini honeycombs 36 pieces yellowGrapat wood mandala fire 36 pieces reds Dally offers free shipping on all orders over $100 CDN and a 15% discount for teachers!-------------------------------------------------------------------------------------------------------------------------------???????Submitted by Sarah-Beth HoggStrong NationsGifts * Books * PublishingStrong Nations - Indigenous and Native American Books, Aboriginal Kids Books, First Nations Kids Books, Inuit, M?tis - Building Strong Nations Together!Based out of Nanaimo, BC. Their brick and mortar storefront had to close due to Covid. They have a wide variety of products as well as books. A personal favourite that I found in the classroom section was the bulletin board trimmers - absolutely beautiful.Their site is easy to use and navigate.They offer book bundles and the Education/Educator/Classroom sections were full of amazing options. They were all clearly marked with their icons: a Maple Leaf for Canadian Content, a Tree Branch for Indigenous Text, and a Turtle for Indigenous Art.They have a whole separate section just for Educators and Education Resources.The focus is on Made in Canada and Indigenous resources. As they say on their About section:“It is with commitment and passion that Strong Nations continues to source the finest Indigenous resources, as well as resources that are connected to Indigenous cultures, for classrooms, organizations, and homes.”They are publishers as well as vendors.One of the best features is an alphabetized listing of Indigenous Authors, Editors, Illustrators, & Artists with a short blurb and bio.They offer a 5% discount to schools and organizations on most items.You can place an order via email, telephone, by fax, and online. Shipping is not included.The Association of Book Publishers of British ColumbiaThe Association of Book Publishers of British ColumbiaThey don’t sell books, but every year, they create book lists that would be a terrific starting place for Candian content.?Even looking through previous years would be a treasure trove of titles.?Each book includes the ISBN and a blurb.There are sections for Elementary, Multi-Grade, and Secondary.?“BC Books for BC Schools”?“Canadian Indigenous Books for Schools”?“Canadian History Books for Schools”??? ??? ??? ??? ??? ??? ??? ??? ????? ? Submitted by Navneet SanghaBlack Bond Books? main warehouse is in South Surrey but you are able to pick-up your orders from 6 other locations throughout the lower-mainland, including 2 locations in Vancouver, Ladner, Maple Ridge and 2 other Surrey locations.?They are your traditional book store from the 1960s, they don’t have any manga books but have graphic novels, traditional resources for teachers, fiction/non-fic books, First Peoples books, Canadian authorsThey give you a quote on how much your order will be including the shipping price once the discount has been applied, as the flat rate doesn’t apply to school/institutional orders.20% discount on regular priced titles for classroom/librariesThey can invoice purchases of $100 or more directly to your school or districtPersonal use? -- BCTFA members can save 15% off the regular cover price on personal purchasesHEAD OFFICE / WarehouseUnit 203 -19138 26th AvenueSurrey BC V3Z 3V7CanadaPhone: 604.536.9785Fax: 604.536.3551Email: info@Web: Module 3: Teacher Librarians as Instructional PartnersIn the daily efforts of developing school library programs, there is no one better able to bring about change than a teacher-librarian working in partnership with administrators, classroom teachers, and students.— Ray DoironIn this module you will have the opportunity toidentify the qualities of an exemplary instructional partnerinvestigate the BC curriculum to become familiar with the curriculum competencies that pertain to the grade levels in your schoolpractise the “habits of mind” of autonomous learners by selecting and completing a self-directed professional development activity16. Journal – My summaries / takeaways / reflections for the following articles: Article #1: “Getting Beyond Superficial” – D. Levitov Reference: Levitov, D. “Getting Beyond Superficial.” School Library Monthly. Vol. 31, Issue 3. 2014, p.4. Accessed June 4, 2021. Link to article: : People need to get past the one-dimensional, over-simplified definition of TL as information specialist, and understand how multi-faceted and important their roles really are. This is the image part of the advocacy picture. When the role of a TL is simplified, it is often presented as a job “anyone can do.” If that simplified description is one that is widely accepted, it makes our jobs incredibly vulnerable when it comes to budget cuts – uninformed administrators will sometimes then demote the important role of a TL to a para-professional status. TLs need to make their roles incredibly clear, with all of their jobs outlined (check the AASL Guidelines for School Library Media Programs from 2009). Article #2: “As Media Landscape Changes, Librarians Take on New Roles” by M. Will.Reference: Will, M. “As Media Landscape Changes, Librarians Take on New Roles: Digital Literacy Instruction Key to Evolving Job Portfolio.” Education Week. Vol. 36, Issue 12. 2016. Accessed June 4, 2021. Link to article: Instruction Key to Evolving Job PortfolioEnter with authority, know students names, crack jokes (be personable), and be organized.reUse interactive lesson platforms, relevant lesson (with a clear goal), and a strong hook.Opinion and fact are often now blurred / not labelled – one must discern biases on their own. Distinguish b/w news articles, op-eds, editorials, and blogs.Circulate, pointing out relevant information (red-flag words and etc.)Post-lesson reflection (terms like op-ed not commonly used now).Stacks not used as much anymore: more makerspace, comps, group homework, using electronics.Role changed to how to teach students to navigate and interpret information online, and helping teachers to embed those skills into the BC curriculum.TL’s need to be leaders in innovation, collaborators in teaching, and strong w digital literacy.Building trusting collaborative relationships with teachers.Pre-lesson meeting with classroom teachers where objectives / format / tools gone over (prompted by the teacher noticing a break in understanding in her class).TLs and teachers bounce ideas off of each other respectfully (bring in newsprint or no?) and agree on what will be taught.TLs need to be well-prepared (time compiling/planning), and also quick to make adjustments between classes (what went well / what didn’t). Good to bring lesson to similar classes.Takeaway: be personable, professional, well prepared, reflective, and helpful in terms of digital literacy. Collaborative SupportTeachers can’t always do the deep-dive that TLs can do. They don’t have time. However, they must still be collaborative in the planning process (not just leave it to the TLs).Not a ‘side lesson’ on library skills – it needs to be completely embedded into curriculum.Public relations (the you-go-to-them) aspect is important, as teachers aren’t required to use TLs for collaborative projects in most schools (though in some, admin requires it).Frame it as taking something off of a teachers plate rather than adding to it – word spreads.TLs sometimes offer pro-D to teachers.Teachers see TLs as having just as much ownership over their classes (this isn’t common I.M.O.).Takeaway: embed library skills into the curriculum, be helpful to teachers, enable deep-dives.Teaching Digital LiteracyThe American Association of School Librarians point out that numerous studies show that when a TL helps with instruction, learning improves.TLs should be providing pro-d, co-teaching, and act as digital literacy and learning leaders. We have the full skill set for this (teachers, information experts, tech integrators). Be visible, be a leader, be indispensable (survival aspect of TL taking on these roles).Students are digital natives but not digitally literate – we need TLs to make that connection.We can curate written collections but not the internet. We can curate a digital library, but most importantly is helping them to curate that library for themselves. Takeaway: Help teachers, admin, and students to be digitally literate (pro-d sessions, lessons).Resources MatterThis whole thing is quite rare, and exists in a very affluent environment where more is spent on students. Not all schools have the resources / devices / connection to teach DL this effectively. Admin absolutely sets the tone as to how the librarian is perceived.Takeaway: money and administrative support makes a difference in what you can do.A Balancing ActIt takes a long time to create a good program (in this case, 7 years before change was becoming fully evidenced). Classroom teaching prior is a huge bonus.Challenging to move some teachers away from traditional instructional strategies. It’s important to shift thinking to meet the needs of millennial learners. Balancing act refers to not pushing teachers to much and too hard, but just enough to keep them on board (if they get frustrated and walk away often they don’t come back to TL / T collaboration).Takeaway: Developing programs takes time, and shifting what people are comfortable with is hard. Push but not too hard. Article #3: “The Paradox of Our Profession” by A. Martin and S. Panter.Reference: Martin, A. and Panter, S. “The Paradox of Our Profession.” Knowledge Quest. Vol. 43, Issue 4. 2015. Accessed on June 4, 2021.Link to article: article discusses the evolution that teacher librarians are constantly undergoing to stay current with methods of literacy delivery and the changing needs of students. However, it is pointed out that throughout all of these changes, key fundamental values that have been in place since the inception of the school library maintain as current as ever. Libraries are sanctuaries for students (providing safe spaces to all students that cater to many different activities, versatile spaces to host community-bonding events, and a step away from the every day grind that students go through during a school day).TLs are instructional partners and collaborators (this has been a standard since the early 1900’s and is more important now than ever). TLs prepare students for lifelong learning (help show students how to research deeply, and how to distinguish between fact / opinion, and credible / non-credible sources).TLs protect a students right to information (a strong democracy relies heavily on its people having knowledge of differing views / information so that they can create well rounded viewpoints and make rational choices). “Through inquiry, our students fulfill the basic premise of democracy: citizens with access to valid information make informed decisions” (Martin and Panter, 59). TLs know that advocacy is essential to program growth. (Advocating for ourselves isn’t the best way – it’s better to educate others so that they can strongly advocate for us. This includes parents, students, community members, and teachers – important because they draw from positive personal experiences). The AASL website provides a large amount of information to TLs to assist them in educating their advocates. Article #4: “Reading Instruction and School Librarians.” by C. Tilley.Reference: Tilley, C. “Reading Instruction and School Librarians.” School Library Montly. Vol. 30, Issue 3. 2013. Accessed on June 4, 2021.Link to article: the last article, where core foundational values are upheld through the years, in this one, the AASL takes the 80-year-old statement that librarians should not be teaching the mechanics of reading and gives it an overhaul. Now the inclusion of school librarians as instructional partners in the teaching of reading is supported. School Librarians Role in the Teaching of Reading: More standard roles of the TL (promoting inquiry, information literacy, and etc.) provide the gateway for providing reading instruction. None of those things are possible without comprehension.Teaching Comprehension:New readers require “a model, direct instruction, reminders, and practice” for reading comprehension skills to develop, and for readers to be able to connect to the text meaningfully. Providing Meaningful Texts: It isn’t enough for texts to correspond to curriculum. TLs should consider the three considerations set forth by the CCSS: Quantitative qualities of the text (readability measures like text length, sentence length, word count, cohesion, and etc.)Qualitative qualities of the text (levels of meaning or purpose, conventions of language, clarity, and etc.). **These rely heavily on the expertise of the TL, as there aren’t set units of measurements for them.Reader and task dimensions (selecting ‘just right’ texts that are relevant to learners while being appropriate to whatever aspect of the curriculum is being focused on). Spurring Engagement: Some students may not like the texts selected for direct instruction, and it is imperative that whatever skills are focused on in that setting, can then be practiced using preferred texts in a free-reading environment. The TL needs to provide a diverse, learning-needs-appropriate, text-rich environment that students can choose from.Collaborating with the School Community: Both the AASL and the CCSS readily acknowledge that reading instruction doesn’t fall onto the shoulders of any one member of teaching staff. Rather, it should be a collaborative endeavour. It’s important to understand our classroom teachers reading instruction so that we can be of greater assistance (whether it’s differentiated instruction, response-to-intervention, leveled reading, or etc). Find out their challenges, and cater planning to address the needs of your learners. same as first article. **This isn’t only something to focus on in elementary schools – middle and high school learners can also benefit from learning how to be more proficient readers. Article #5: “My Take On Librarians” by C. Kennedy.Reference: Kennedy, C. “My Take On Librarians.” Culture Of Yes. cultureofyes.ca. 2011. Accessed on June 4, 2021. Takeaway: in smaller districts without a lot of outside support, it’s important to provide strong in-house assistance to teaches when they need it, not down the road when a pro-d session just happens to become available. This article presents something called the ‘just-in-time’ solution, where admin are in the first circle (and are all expected to be digital instructional leaders), TLs are in the second circle of support (providing in-house pro-d, working alongside teachers, and providing help and instruction as a digital leader where they can), and other key staff are in the third circle (this can be key teaching staff, respected community members, and etc. who can provide ‘in the moment’ assistance to teachers as they navigate the digital landscape and incorporate digital literacy into their classrooms). Resource I am adding that I dug up myself for the Putting It All Together Discussion post: (1) Montiel-Overall, P. Teacher and Librarian Collaboration: A Qualitative Study. Library & information science research 2008, 30 (2), 145–155. . Ideas for my leading questions: What are the pre-requisites for strong teacher/teacher librarian co-teaching, and which of these best dictate the successes or failures of meaningful collaboration?If a TL successfully petitions admin to create a requirement for teachers to collaborate with TLs over the school year, how can TLs effectively know when to push the envelope, and how hard, with teachers who may be reticent to include TL collaboration and co-teaching into their practice? 17. Article – “Teacher and Librarian Collaboration: A Qualitative Study” by P. Montiel-OverallReference: Montiel-Overall, Patricia. “Teacher and Librarian Collaboration: A Qualitative Study.” Library & Information Science Research, vol. 30, no. 2, Elsevier Inc, 2008, pp. 145–55, doi:10.1016/j.lisr.2007.06.008. Accessed May 31, 2021. Link to article: (copied from link above): The twenty-first century is marked by increased challenges in education and limited resources to address them. A solution proposed within school librarianship is teacher and librarian collaboration. This qualitative study examines the practices of highly collaborative teachers and librarians and identifies mechanisms that operate within schools to facilitate high-end collaboration. Five broad themes emerge from the data and identify essential elements of successful collaboration: school culture, positive attributes of collaborators, communication, management, and motivation. This study adds to the body of knowledge of teacher and librarian collaboration by providing empirical support for collaborative practices described in school librarianship literature. The model of teacher and librarian collaboration that emerged from the data provides a preliminary framework for high-end collaborative environments in schools. Of particular interest were findings regarding time management. Participants indicated that in spite of limited time, time issues are overcome when collaboration is highly valued.18. Book Excerpt – pgs. 62-63 of New on the Job: A School Librarian’s Guide to Success 2nd Edition by H.K. Weisburg and R. Toor (re: fixed/flexible schedules)Reference: Toor, Ruth, and Hilda K. Weisburg. New on the Job?: a School Librarian’s Guide to Success . Second edition., ALA Editions, an imprint of the American Library Association, 2015.This selection is about fixed schedules vs. flexible schedules. Link to excerpt: 19. Connecting with Teachers / StaffClass Collaboration – How to connect with staffReference: Nishidate, K., Wighton, A., Bond, K., Hogg, S.B., Sangha, N, and Brassard, N. “Connecting With Teachers.” Collaborative Google Document, 2021. Accessed June 4, 2021. Submitted by: Lauren O’Neill?One way to connect with teachers is to spend time getting to know them during non-instructional times (and be positive as you do it).? Sometimes this is as casual as making a point of taking lunch in the staff room.? Other times, it involves figuring out what they enjoy doing and seeing if you can join them (at my current school, I go walking with 4-6 of the primary teachers at least once per week at lunch in order to build and maintain relationships).? Take time after school to check in with teachers if it looks like they’ve had a hard day, and let them know that you prioritize the relationship.? If they feel comfortable around you, and are happy to see you, bringing up work related items should be easier.?____________________________________________________________________________Submitted by: Ashleigh WightonOne way to connect with teachers is to be involved in staff committees that increase your interactions, and allow you to create team-building opportunities. For example, by taking an active role on your Professional Development focus team (that is what we call it in our district, but it’s a small team of teachers who select and design the school based pro-d days) you need to take time to connect with teachers about the professional development they want to have, and then you have a chance to implement it. You can be seen as a resource in the school, and use the Learning Commons to host many events; this builds comfort in the physical space and gives you an opportunity to highlight the great staff features you may have developed in the LC - such as a coffee nook and visiting teacher desk space. On that same track, joining the school’s staff social committee provides a similar opportunity to connect with many teachers and co-design those social/relationship building moments. If you are seen as someone in the school who is fun, friendly, and genuinely interested in staff relationships and team building, you will have an easier time approaching teachers about collaborative efforts - or they may just approach you!?____________________________________________________________________________Submission by Nic BrassardMelanie and I had a lovely conversation about collaboration, and here are some of the insights from that conversation.?Get noticed - It sounds easy enough; however, it is rather difficult for all staff members to actualize your presence in a school without effort. Get in touch with the faculty, have a time slot during staff meetings to make your presence known, and really get to know everyone.?Listen to the conversations around you; build a foundation of trust - Staff are sometimes hesitant to have an additional set of eyes in the classroom, or even just for lessons. Become a fly on the wall and listen to some of the difficulties some teachers are having, and offer suggestions or find resources that are helpful. Once teachers know you, and trust you, true collaboration can commence.?Make time - This is a little tricky since we don’t have a lot of time to begin with; however, the connections and help we offer is what brings confidence into the library. Most teachers don’t realize we are here to help, co teach, and be an aid to them. Think of it as dealing kindness and knowledge - once teachers realize what we can offer they will return.?____________________________________________________________________________Submitted by Navneet SanghaJess and I spoke a lot over the past couple of days and the following “topics” are what stuck out to me the most from what she told me:Introduce yourself at the beginning of the year at the staff meeting. It is a great way to ensure that even the new teachers know who you are. She usually does a quick powerpoint presentation “what can the library do for you”Being a part of multiple school committees will also help you make a lot of connections with teachers as you start to spend a lot of time with them. This will help with your relationship building and allows you to maintain it. Eventually you can start working the Library into the conversation.Try to say YES as much as you can (be the approachable person). When staff come down to the library to see you, try your best to make whatever they are trying to accomplish work.____________________________________________________________________________Submitted by Kristin Bond?When chatting with my colleagues the common themes of visibility, genuine interest and service were frequently mentioned.A welcoming smile and hello in the hallway, a compliment on their class’ artwork, or asking about their weekend (and showing genuine interest) is a good start.Paying attention to what they are working on with their group and offering to pull resources or suggesting new resources (and getting them) is a great way to make inroads with staff.Suggesting an enrichment small group activity for their students (mini-research unit or novel study) to take the pressure off with regards to advanced students who are bored.Being present at staff meetings and presenting new and useful resources, free materials (like doubles of books or posters, stickers from books, bookmarks) and even giveaways to winners of a book trivia round during staff meeting refreshment time.Always make time and smile at everyone. Be flexible and friendly and accommodating and open to helping when you can.Celebrate each class's successes and congratulate the teacher.Be patient - relationships and being accepted as part of the ‘gang’ takes time and consistent effort!Submitted by: Kaya NishidateSome suggestions for connecting with teachers from a TL:?Spend time with staff during non-instructional time - connect and be present in the staff room.?Make sure to involve yourself in the school community, join committees, and get involved as much as possible.?Prioritize developing a welcoming and trusting presence in the school.A little extra effort can go a long way in developing relationships :)?-------------------------------------------------------------------------------------------------------------------------------Submitted by: Sarah-Beth HoggSome suggestions for connecting with teachers from a couple Teacher Librarians I discussed this topic with:Be confident and aware of your own abilities and strengths: you are unique and have things to offer that no one else can - so use these assets to your advantageGet to know teachers personally first: every interaction is a chance to connect and “gather information” about the type of teacher they are, how your strengths might complement their teaching style, and enable you to possibly anticipate what they might need help with in the future.Be curious and interested in the teachers and the students. Sometimes, you get a chance to offer some support to the teacher because of an off-hand remark from a student.Find the early-adopters: every school has them. Try to get them excited about the latest research or tech or….fill-in-the-blank…Staff meetings are a great way to introduce options to the whole staff in a non-threatening and non-stressful way. They are also a great way to be seen and potentially showcase anything you and the early-adopters have been up to. Make sure you are a regular speaker on the agenda - even if it’s just to let teachers know what new books have arrived. In the same vein, short descriptive presentations at Staff Meetings can let your teachers know what kinds of things you have to offer them - honestly, a lot of times, teachers don’t ask because they simply aren’t aware that there are more options than just prep coverage and book exchange.Be seen at school events - obviously, with Covid, most of these kinds of things haven’t been going on this year, but when things return to “normal”, be an active participant in your school community...It all comes back to being visible and approachable. Be a beacon of professionalism and positivity.I wrote these words in the margins and I like their simplicity:Listen? Connect? Offer? Invite? Present? RepeatJournal / Summary / Reflection from pgs. 90-102 of New on the Job: A School Librarian’s Guide to Success 2nd Edition by H.K. Weisburg and R. Toor (re: connecting with teachers)Resource: Toor, Ruth, and Hilda K. Weisburg. New on the Job?: a School Librarian’s Guide to Success . Second edition., ALA Editions, an imprint of the American Library Association, 2015.Link to selection: Journal / Summary / Reflection: Article: “Connecting With Teachers” from New on the Job. Pages 90-102.Don’t allow how others may initially view you (as somehow lesser) get in the way of sticking to your mission. Even if they don’t see you as someone who “works with members of the school community to develop the policies, practices, and curricula to guide student learning” – you need to see yourself that way, and work toward making it a reality. If you don’t, why should anyone else? Form a philosophy, and until you’re walking the walk without thinking about it, refer back to it every week. Look for teachers who model something close to your philosophy. Those are the ones you’re going to want to work with / get to know first.Recognize that you will always be “on.” - This is totally normal for me in my current role as a prep teacher. I’ve been “on” for the last 4 years, and also for the year before that, as well as quite often overseas. Teachers will be watching and judging more than any other staff – if things don’t go well, own it and ask for advice. If they help you, they have an investment in your success. I already do this quite frequently.Just as they watch you, you should be watching them. You can learn lot (both positive and negative). While you want your goals set high, be realistic in what you can achieve. Things to learn: curriculum, collection, ins and outs of building and district, student strengths and weaknesses, the staff, and etc.Relationship building: start with the personal – get to know them as people rather than colleagues, and lure them with food. If you have resources you think may interest them, let them know. Be trustworthy and let people vent. How to get teachers into collaborative projects: Baby steps. First project should not be elaborate. If a class comes in just to do research, observe only, but pull some good relevant resources and show the teacher. Offer to introduce it to the class (no more than 10 min). Offer to do this again in the next project. If you’re on a fixed schedule, see what teachers are doing (be a good listener at lunch, or ask them outright). Make sure you’re planning things that complement but don’t overlap (something that might last for 2 classes, with a large final product). Display it with the class and teacher in the library. Offer to write up student achievements / class achievements for the school newsletter. Collaboration implies joint responsibility, but to start with be prepared to do most of the work. Teachers don’t want the extra workload, esp if they haven’t seen the benefits collaboration can bring to student learning. “Once they see the results, find that information literacy skills spill over into the higher-order thinking skills in the classroom, and recognize your abilities as a teacher, they will become increasingly interested in working with you” (96).Being an Instructional Partner: “leading role in developing policies, practices, and curricula that guide students to develop the full range of information and communication abilities.” Join committees – the ones that have more pull are better, especially if they’re involved in curriculum development (district) or a steering committee at the school. Curriculum Mapping: - volunteer for any committee that does this. It will let you know what grades are covering what topics in what months. You can use this to make sure you’re pulling resources from outside of the school / compiling resources that you already have so that you can be prepared for when those units are taught. Pro-D: Attend conferences dealing with digital literacy. You may have to pay for it out of pocket or take personal days but it’s worth it – you’ll come back with so many great ideas to share with the staff. Read current professional journals.Subscribe to TL blogs that regularly post.Stay aware of educational trends.Be a leader: It’s a matter of survival > strong leaders are necessary. “You need to have a compelling vision for where you want to go, be willing to take risks (small ones until you become established), accept responsibility, stay current with technology and educational trends, and be able to work well with everyone by discovering and acknowledging their individual strengths” (100).Differentiated Planning: Teachers have different personalities and it’s important to learn about them so that you’ll know how best to interact with them. Check out Anthony F. Gregorc’s Mind Styles Model. You can use it to categorize teaches into a) concrete sequential, b) abstract sequential, c) concrete random, and d) abstract random. Some teachers just won’t want to work with you. That’s okay – figure out what they need (i.e.- controlling teachers may require security). Some don’t like sharing glory – fine, give it to them. They can be the content experts, and your role will be to help students with the process. If they’re reserved, introduce them to standards that will be addressed (the National Educational Technology Standards for Students is a good place to start). Some teachers are overly laid-back. Allow this for a spell, and after 10 minutes have a discussion of what’s going well / what’s not. Most of these teachers happily don’t take it personally if you remind the class of appropriate behaviour. 20. Foundational Document – BC Curriculum: Key Features of BC’s Curriculum Redesign Reference: British Columbia BC’s Curriculum. “Curriculum Redesign.” Accessed June 4, 2021.Link to section: Excerpt (copied directly from link above): Introduction to BC’s curriculum redesign: Today we live in a state of constant change. It is a technology-rich world, where communication is instant and information is immediately accessible. The way we interact with each other personally, socially, and at work has changed forever. Knowledge is growing at exponential rates in many domains, creating new information and possibilities. This is the world our students are entering.British Columbia’s curriculum is being redesigned to respond to this demanding world our students are entering.? To develop new models, the Ministry consulted with experts in the field. They suggested that to prepare students for the future, the curriculum must be learner-centred and flexible and maintain a focus on literacy and numeracy, while supporting deeper learning through concept-based and competency-driven approaches.The redesign of curriculum maintains a focus on sound foundations of literacy and numeracy while supporting the development of citizens who are competent thinkers and communicators, and who are personally and socially competent in all areas of their lives.? British Columbia’s redesigned curriculum honours the ways in which students think, learn, and grow, and prepares them for a successful lifetime of learning where ongoing change is constant.21. Class Collaboration – Selection of TL-as-curriculum-leader tie-in opportunitiesReference: Nishidate, K., Wighton, A., Bond, K., Hogg, S.B., Sangha, N, and Brassard, N. “Discussion Post from Queens University Course: CONT. 997.” 2021. Accessed June 4, 2021. Ashleigh:The LCT could support Inquiry in the Science 10 classes with their competency “Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest” by holding a “provocations theatre” in the Learning Commons. Since a good provocation is usually the start of an effective inquiry, the LCT could create an experiential self-guided tour for students - think Science World on a small scale, mostly consisting of online resources in the form of videos and webquest links. The various sources would be directly connected to the Big Ideas of the course which include DNA, genetic diversity, origin of the planet, etc. The LCT could then follow-up with and work one-on-one with any students in the coming weeks who struggle to select a topic to pursue. This could be extended to work with classroom teachers to provide a “passion hour” or similar concept which uses class time for students to dive deeply into their selected inquiry.Kaya:?Compile a digital resource file with the?Math Catcher “Small Number”?stories that are appropriate for and correspond with?Grade 3?Math?competencies. If “Small Number” stories are new to teachers, offer to co-teach and lead the discussion. The Math Catcher Program connects math and Indigenous storytelling, addressing the following curricular competency:?Engage in problem-solving experiences that are?connected?to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures.Kristen:Juncture 1?Social Studies – Grade 3?Big Idea:?Indigenous knowledge is passed down through oral history, traditions, and collective memory.?CONTENT?Oral history, traditional stories, and artifacts as evidence about past First Peoples cultures?Oral?Stories?ELABORATIONS?Organize relevant information for a?presentation?Deliver an engaging presentation on a?topic?Teacher-Librarian Lessons:?Beginning with a variety of stories read aloud and independently, students will develop a?solid foundation?and understanding of Indigenous stories (written and oral), their themes, lessons, and origins.?Next, students will create their own oral story to be performed (filmed before a greenscreen with Indigenous art as a backdrop and a talking stick created with a lesson and help from the Aboriginal Education Worker)?The collection of stories will be viewed digitally as a class?in a ‘movie premier’ starring the students.?Individual?engaging?digital stories will be shared with families and art will?be showcased in the library.?Lauren:Grade 5 Mathematics: Communicating and Representing, Represent mathematical ideas in concrete, pictorial, and symbolic form.To kickstart a unit on area, perimeter, and geometry in a “build a tiny house” project, the TL pulls non-fiction, image rich resources.? They discuss what tiny houses are, who lives in them, and why they can be beneficial.? They use visuals to provide inspiration to students.? Once the teacher completes the majority of the design work in class (students creating a list of requirements, finding area and perimeter, and creating a geometry design), they return to the library and use the makerspace to build their designs.?Sarah-Beth:Grade 4 – Sciencelocal changes caused by?Earth’s axis, rotation, and orbitEarth’s axis, rotation, and orbit cause changes locally:day and night: animals are nocturnal (active at night) and diurnal (active during day)annual seasons: plants and animals respond to the seasons (drop leaves, change colour)the effects of the relative positions of the sun, moon, and Earthphases of the moon, tides, etc.tides affect living organismslunar and solar eclipsesincluding?local First Peoples perspectivesteachings and stories about the sun and the moon?The TL can curate an annotated listing &/or a recommended shortlist for the unit and include a variety of available print and digital resources, both fiction and non-fiction. This will save the classroom teacher time when choosing resources and planning the unit.The TL could also pull a selection of quality, differentiated, and varied print materials based on the theme and sign it out to the class in a bin or on a cart for the duration of a unit of study.Finally, an Interactive Notebook could be set up by the TL to be used in conjunction with, concurrently, or in the classroom for differentiation.?Nick:Applied Design, Skills, and Technologies: Grade 6Applied Design:DefiningIdeating,Prototyping,Testing,Making,Sharing,Applied Technologies:Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a taskResource: resource introduces kids to coding in a fun way, and really allows for creativity. While I put the grade at 6, this resource can be used from 2-12; the resource can be as simple or as complicated as you would like. This allows students the opportunity to expand past their expectations, and go further in their inquiry. Once the foundational skills of the program are taught, students take control of their learning.?NavneetPull a variety of digital and print resources to support?Food Studies 11?with?food promotion and marketing strategies. This could include social media, print, television product placement. The teacher librarian could use the sources as a starting place to help students understand how different strategies and different cuisine have impacts on specific groups of people. This then can be shared with the other Foods teachers for collaborative lesson planning.22. Article – “School Libraries, Librarians, and Inquiry Learning” by D. LevitovReference: Levitov, D. “School Libraries, Librarians, and Inquiry Learning.” Teacher Librarian. Volume 43, Issue 3. February, 2016. Pages 28-35. Accessed on May 31, 2021. Link to article: This article looks at the history of inquiry-based learning, and at how certain standards have withstood the test of time.22.5 Infographic – “What Can Collaboration With a Teacher-Librarian Look Like” by the Surrey Chapter of the BCTLA and the Surrey Teachers Assn.Reference: Surrey Schools: Leadership in Learning. “Collaboration.” Surrey Chapter of the BCTLA and Surrey Teacher Association. Accessed June 4, 2021.Link to infographic: . Samples/Handouts – open ended question stems (from ciaraoneal. ), and samples of resource organization tools (from ) Reference: ONeal, Ciara. “Open-ended Question Stems.” ciaraoneal.. Accessed June 4, 2021. Reference: Henry, C. and McEldowney, J. “Informational Text Graphic Organizers” . Accessed June 4, 2021.Excerpt (copied directly ):By: Author Jill & Cathy These informational text graphic organizers will meet nonfiction reading standards for 4th, 5th and 6th grades. You can download this PDF containing 32 informational text graphic organizers for your intermediate reading workshop. These worksheets will help you address many nonfiction standards in 4th and 5th grades. This is another free resource for teachers and homeschool families from The Curriculum Corner. **All free from The Curriculum Corner!23.5 Module Culminating Assignment – Genius Hour Module 4: Teacher Librarians as Information SpecialistsYour technology toolbox is ever-changing. No sooner do you learn about, and successfully introduce, a new digital tool in your collaborative teaching then new versions with more robust opportunities become available. This coursework will provide a chance to explore some of the websites that curate and offer instructional support for these new technologies. However, your main area of focus is understanding the needs of digitally connected learners who may not have developed habits that make them truly information-literate and finding ways to introduce strategies that will help them develop into critical thinkers and ethical users of information.In this module you will have the opportunity toclarify information literacy terms and identify reasons for teacher librarians to ensure that their instruction extends basic literacies to include the new digital literacies essential for today’s learnersinvestigate some of the many online resources available to support digital citizenship and information literacyexplore an unfamiliar digital tool and plan for its instructional use?24. Article – “Towards a Transformative Pedagogy for School Libraries 2.0” by R. DoironReference: Asselin, M. “Towards a Transformative Pedagogy for School Libraries 2.0.” School Libraries Worldwide. Volume 14, Number 2, July 2008, pgs. 1-18. Accessed May 31, 2021. Link to article: from article (copied directly from link above): As more and more educators face the impact of Web 2.0, and as we see emerging what could be called a Learning 2.0 environment, it becomes urgent to extend teaching to meet the literacy and learning needs of the Net Generation. These ‘new’ learners and their expanding literacy needs have major implications for current models of school library programs which are largely focused on reading promotion and information literacy skills. We join others in recognizing the need to critically question long held tenets of school libraries and to create a new research‐based vision that will accord with the current economic and social directions driving educational change. This paper contributes to that process by proposing a framework for the work of school libraries in new times based on research in new literacies, today’s learners, and emerging concepts of knowledge.25. Digital Literacy, Information Literacy, and Digital Citizenship- Assignment - Mind map for digital literacy/information literacy/digital citizenship Information from mindmap: Informational Literacy“Information literacy is defined by the Association of College and Research Libraries as ‘the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning’” (Dalhousie U. Library, Accessed May 16, 2021).How TLs can helpExamples of how Teacher Librarians can support the teaching and learning of informational literacy: Collaboratively design and teach class material while weaving in informational literacy.Teach students different ways to access accurate and relevant information (search strategies).Help to develop students critical thinking skills (looking at intentions and biases of different sources).Digital Literacy“The?American Library Association’s digital-literacy task force?offers this definition: ‘Digital literacy is the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills’” (Loewus, 2016).“Hiller Spires, a professor of literacy and technology at North Carolina State University, views digital literacy as having three buckets: 1) finding and consuming digital content; 2) creating digital content; and 3) communicating or sharing it” (Loewus, 2016).Check out this YouTube introduction to Digital Literacy: What are the Differences?The difference between informational and digital literacy is that in IL, it’s about the concept of doing something; with DL, it’s the ability to actually do it. “Information literacy?is the general concept of locating, evaluating and using?information, while?digital literacy?specifically refers to the ability to do those things?in a digital?environment” (State Library of Iowa Website, Accessed May 16, 2021). As learners navigate the digital landscape, they exercise etiquette via their digital citizenship. “Digital citizenship is the continuously developing norms of appropriate, responsible, and empowered technology use” (Ribblie, 2017). Digital CitizenshipExercising good digital citizenship is to “lead and assist others in building positive digital experiences, recognize that our actions have consequences to others, [and] participate in a manner for the common good” (Ribble, 2017). Digital citizenship is designed to show students how to have positive digital experiences. It’s about understanding that your footprint is lasting, and just as we exercise good etiquette in our face-to-face interactions, our digital actions have consequences. The 9 elements of Digital Citizenship can be found here: ReferencesAscione, Laura. Image from: “5 Resources to Help Students With Information Literacy.” ESchool News. 2018. Accessed May 16, 2021. Association of College and Research Libraries (2015). “Framework for Information Literacy for Higher Education. Accessed on May 16, 2021. Retrieved from:? Dalhousie University Library. “What is Information Literacy, and How Can I Incorporate it Into My Classroom?” Faculty Services. Accessed May 16, 2021. “Information Literacy.” Common Sense Media. Accessed May 16, 2021. “Introduction to Digital Literacy: Digital Literacy 101.” MediaSmarts. Accessed May 16, 2021. Loewus, Liana. “What is Digital Literacy?” Education Week. 2016. Accessed May 16, 2021. Maughan, Shannon. “School Librarians Are Teaching Digital Citizenship.” Publishers Weekly; NY. Vol. 264, Issue 34. 2017, pp. 30-33. Accessed May 15, 2021. Ribble, Mike. “Nine Elements: Nine Themes of Digital Citizenship.” 2017. Accessed May 16, 2021. State Library of Iowa. “Digital and Information Literacy.” Accessed May 16, 2021. - Article – “School Librarians are Teaching Digital Citizenship” by S. MaughanReference: Maughan, Shannon. "School Librarians are Teaching Digital Citizenship." Publishers Weekly, vol. 264, no. 34, 2017, pp. 30. ProQuest, accessed May 31, 2021. Link to article: Abstract (copied directly from the above link): The first National Educational Technology Plan (NETP) appeared in a 1996 report from the Department of Education, proposing strategies for meeting the Technology Literacy Challenge issued by President Bill Clinton, which strongly advocated that U.S. students be technologically literate by early in the 21st century. Kathy Lester, school library media specialist and technology coach at East Middle School in Michigan's Plymouth-Canton district and a colleague of Marchesano's, notes: "I teach students to be safe online, and to make ethical decisions." According to Lester, the lesson includes "digital footprint, cyberbullying, and a game they can play that shows how fast information can spread on the internet. ALSC created a Google document titled "ALSC Supporting Librarians in a Post-Election Environment," and the organization partnered with AASL in March for a community forum for members called "Digital Literacy and Digital Citizenship for Children in Libraries," which focused on the topic of fake news.26. Assignment – Common Sense Media reviewReference: Common Sense Media. .? Accessed May 16, 2021. One of my favourite digital citizenship websites: Common Sense Media Some of my key favourite things about , and why I would recommend its use in the school library: ?It provides a researched, award winning digital citizenship curriculum catering to K-12 that is interactive, customizable, and multi-platform.? Though not designed for the BC Curriculum, the learning objectives covered blend well within it.? The site itself is easy to navigate, and contains a 1-hour training video that is available to educators who would like to become acquainted with the digital citizenship curriculum.? The curriculum covers a wide range of digital citizenship topics – I break them down below.? There are a number of reviewed resources and distance-ed lessons available to TLs, teachers, and parents – I can imagine introducing this site as a resource during an internet-safety session for parents in the library.? For TLs who are working collaboratively with teachers, and delivering these global citizenship lessons as a part of a larger project, or for TL’s who are covering preps and don’t have time to deliver full digital citizenship lessons, there are shorter activities provided that contain abridged versions of the full lessons.? The curriculum is completely free and non-profit (perfect for TLs looking for quality resources on a budget).? CSM is a digital citizenship advocate (to lawmakers to close the digital divide, and to parents to teach kids to be safe online).? This is a more thorough breakdown of the different things can offer (if anyone is interested – these are just the notes I took on this particular site): CSM is backed by research, and their lesson plans / interactive programming are award-winning.“Designed and developed in partnership with?Project Zero at the Harvard Graduate School of Education?-- and guided by research with thousands of educators -- each digital citizenship lesson takes on real challenges and digital dilemmas that students face today, giving them the skills they need to succeed as digital learners, leaders, and citizens tomorrow” (, accessed May 16, 2021). ?CSM lessons have won a number of awards – notably the Best Website for Teaching & Learning: American Association of School Librarians, 2016. The website itself is incredibly user-friendly and easy to navigate.? The Digital Citizenship curriculum is also very easy access and work through.? It’s broken down simply with sections for K-2, 3-5, 6-8, and 9-12 (and further broken down by specific grade within each category).? Within each grade, digital citizenship lessons are broken down into specific categories, including: Media balance and well-beingPrivacy and securityDigital footprint and identityRelationships and communicationCyberbullying, digital drama, and hate speechNews and media literacyEach grade contains a full, mixed media, interactive curriculum for digital citizenship.? Each lesson includes learning objectives, key vocabulary, a materials list, warm-ups and wrap-ups, quick versions of full lessons, full lesson breakdowns by section, and take-home resources.? Many of them are interactive and include video, slides, and customizable resources.? Every digital citizenship lesson begins with an inquiry question.This is awesome as it provides an engaging hook for students, provides a starting point, and helps to guide the lesson – it can be circled back to at the end. ??CSM offers cross-platform access and customizable mon Sense Media has a couple of different partner platforms, so if an educator is using or nearpod, they can access CSM’s digital citizenship lessons. A 1-hour training session is available to familiarize yourself with the Digital Citizenship curriculum offered by Common Sense Media.This is something educators can access to familiarize themselves with the curriculum.? It allows teachers / teacher librarians to become more comfortable with the material before delivering it.There are many useful parent-resources.? The parent section provides easy-to-navigate, reviewed, age appropriate, content appropriate material for K-12 learners.? It also includes a ‘parents need to know’ section where parents can browse by age, topic, guide, or most recent post.? I can see running an information night in the library for parents, and using this site to show age appropriate, reviewed choices for movies, tv, books, apps, and games.? There’s also a section that includes lesson plans for distance learning – many of the lessons focus on global problems / problem-solving.? The TL can sign up to receive weekly updates via email.This makes staying current easy.? The CSM site is regularly updated with newly reviewed resources, lessons, research, and other relevant information.Curriculum, though not specifically made for BC, is easy to adapt to fit into the BC Curriculum.? The learning objectives provided for each lesson easily lend themselves to different curricular competencies.It’s completely free.CSM is non-profit.? They do accept donations.CSM does digital citizenship advocacy work.? Examples: they are advocating to lawmakers to help in closing the digital divide, and they create resources for parents to protect kids privacy online27. Journal (multiple entries) – virtual reference shelf and list of resources for collaboration Media Specialist’s Guide to the Internet.My thoughts: This site has a little bit of everything.Nice infographics.Includes a great list of resources for TLs, including: LIBRARY MEDIA CENTER MANAGEMENTAccountability in the Information Literacy Program- Mike Eisenberg's vodcast #3; excellent seriesElementary Library Routines- this information wiki was created by four librarians and coverseverything a school librarian needs to know, from AV equipment management to floor plans.How to Implement an Information Literacy Program- Mike Eisenberg's vodcast #2Library and Media Center DesignLibrary Media and PRLibrary Media Center Management- covers policy manuals, management, patrons with disabilities, volunteers, ideas for new school librarians, library promotion and advocacy; long listLibrary Use Value CalculatorThe site links to a huge number of TL blogs.It also offers a bunch of cool ideas for how to organize book displays. Overall it’s a really useful resource.K-12 IT Blogs HYPERLINK "" I liked the virtual fieldtrip tech Monica Burns talked about, and the holidays around the world VR talked about by Michael Fricano II (ed technocation). I’m interested in looking into Google Expeditions, but read on another site that it won’t be supported any further by Google as of June 2021. Some alternatives exist, but not that support the self guided or teacher guided tours (Story Spheres). I also want to check out Google 360.Other notable things I’d like to check out (mostly on freetech4teachers) include: Brainstormer (a collaborative brainstorming and voting tool)Make Beliefs Comix (comics in multiple languages, tons of free artwork)Picture Book Maker (6 pg stories, dragging backgrounds/animals/props, 2 lines per page for text, print or save as PDF)Book Creator (make own multimedia ebooks / can add voice recording as well)Story Spheres (alternative to google tour creator – you can browse a gallery of stories made by other users)Write Reader (see tutorials – elementary school students can use this to make image-based stories, it includes space for teachers to give feedback, includes a huge library of images, and can be integrated with Google Classroom) Virtual Reference ShelfThis is really well laid out. It’s called 101 Web 2.0 Teaching Tools from Open Education Database.I would introduce the following resources to teaching colleagues (we could use them to collaboratively plan with some of them): AnimotoGrammarlyOnline Stopwatch (I’ve used this)Teacher Planet (I’ve used this)Here are the listed resources for collaboration: Part of teaching is collaboration. Teachers need to communicate with peers, administrators, and students. The tools listed below – some free and some for a cost – will help you stay on top of your projects with ease through open channels for collaboration.Basecamp: Projects don't fail from a lack of charts, graphs, stats, or reports, they fail from a lack of clear communication. Basecamp solves this problem by providing tools tailored to improve the communication between people working together on a project.Edmodo: Extremely similar to Twitter, except specifically designed for educators, Edmodo facilitates collaboration and content sharing among students, teachers, and school districts.FirstClass: Using a personalized Web page as a communication hub, teachers can send messages to the principal, pick up student assignments, change homework tasks for that evening, or have students build their own Web pages. FirstClass will run on a single server with one administrator for any number of users. This tool is not free.Gliffy: This diagram editor is easy to use, and you can save your work on their servers for free. Gliffy Online has two ways to make document sharing simple. Collaboration enables others to see and edit your work by simply entering their email address. Publishing creates a read-only, or public, image of your diagram that you can easily embed in a wiki, blog, or other type of web software.LiveText: LiveText is a Web-delivered subscription service for teachers featuring collaborative lesson-building activities. Simple and easy to use, LiveText uses lesson planning as a focus for engaging the educational community. This is not a free service.Mindomo: Mindmapping is a highly productive method of visual brainstorming that you can use to plan projects or to map out a knowledge base. Mindomo has an interface and feature set that rivals other free standalone mind-mapping applications such as Freemind. Maps are shareable but require you to register and login to save them.NoteMesh: Add some social flavor to your note taking with this collaborative wiki style class note taker. Users can post their lecture notes or contribute to existing lecture notes. NoteMesh wants to get classmates to collaborate to create a single definitive source for lecture notes.Schoology: Teachers can use this tool to share their instructional resources and connect with other educators.Skype: Teachers can collaborate on classroom projects while having their students visit a classroom in another part of the world using the interactive Skype in the classroom. Skype is a part of Microsoft, and it's free to use.Twiddla: Twiddla is a great way to connect with students or other educators. Through its web-conferencing capabilities, teachers can brainstorm and share ideas.WebOffice: Creates a virtual office environment for real-time meetings, and with the purchase of additional audio and video components, creates an experience that's almost like being there. This is not a free service.28. Journal – SD73 list of databasesDatabase: a structured set of data held in a computer, especially one that is accessible in various ways (Oxford Languages).Subscription Database: Subscription databases?consist of published journals, magazines, reports, documents, newspapers, books, image collections, and more. Most of these?databases?are available via the Internet, and a few are available within the library on DVD or CD-ROM. When you search one of these databases, you are not searching the web; you're searching material that is the equivalent of what you used to?find on a library shelf in print format.?Subscription databases?are not freely available to the public Free Web: Most web sites are publicly accessible for free. Access to copyrighted information, however, may still be limited or available via subscription only. Many sites also provide access to quality information; while many sites contain misleading or false information. Web sites are inexpensive to create and may have been created by anyone with any level of expertise.In most cases, there is?no?editorial or peer-review process for web pages. This means reliability of web pages is not dependable.Internet sources are accessible via Internet search engines. Search engines use programs such as spiders, robots (bots), webcrawlers, etc. to search for terms in web pages and store them in a database. It is important to note that all search engines do not search in the same manner, or search the same material, and may rank hits differently. Ranking may depend on how many times or where your term(s) appear in the page or whether a fee has been paid to rank the page prominently. Therefore, careful evaluation of web resources is essential.Databases Available in SD73:We have a variety of online resources available through the district. They’re listed as audiobooks, ebooks, learning links, collections, recently added, popular titles, and topics.The learning links include the following: BiblioVideo (French – Read. Write. Watch.)Blueprint (Simple student portfolios and career education resources)Canoe Kids (Issues available through ERAC)CBC Curio (Sharpen your mind)Discovery Education (Science Techbook)EBSCO Bundle (EBSCO resources available through ERAC)FlipsterFocused Education Resources (K-12 Evaluated Resource Collection)Gale Resources (All of the resources available from Gale)Gale: Canada in Context (Canadian resources available from Gale)Gale: Global Issues in Context (Global content available from Gale)Gale: National Geographic Kids (Content from NG available from Gale)Gale: Power Search (Search all of Gale Resources)Gale: Science in Context (Science resources available from Gale)KnowBC (Home of the encyclopedia of BC)Learn 360 (Resources for pre-k-12 Districts)NFB-ONF Screening Room (Digital media available from the National Film Board of Canada)Teens-101 (A comprehensive suite of e-learning resources designed for all ages and abilities)TigTagTwigWorldbook Online (A comprehensive suite of e-learning resources designed for all ages and abilities) Collections Examples: When I searched for ELL databases, a number of different ones came up. When I did a general search for databases, this is what it yielded: When I clicked on Subscription Databases, this came up: I’m thinking the right move is to talk to teacher librarians in the district (or in other districts) to see what databases they use for certain things. I agree that I need to know these things, but there’s so much information here – I think as a new TL it will be more of an ‘I know WHERE to find the information, and I’ll find it as I go’ approach. 28.5. Module Culminating Assignment – Flip Grid Sample Project – TL as Instructional Partner: Tying Tech in with Fine Arts Curriculum. Suitable for K-7My Project:This particular project is something I designed to show a Grade 6 teacher – it focuses on imagination and purposeful play in visual art (the curricular connections are in one of my slides).? It shows how Flipgrid can be used to present information, and allow for peer sharing.? I put together a short google slide show - an art spotlight on Victor Nunes (a popular illustrator whose work you may have seen online).? Nunes-inspired art can be created in virtually all grades – it’s very accessible, even to people who don’t think they can draw. ?I linked the slideshow inside my Flipgrid topic.? ??New Tech: Flip Grid!Flipgrid is a way to share video / audio with others in a group.? The teacher / TL can create a new group, and add in a class / group of people.? These people can access their group by clicking on a link, and inputting their user name.? It’s organized by groups (formerly grids), and within each group, you can create topics.?Flip Grid Pros:Flipgrid allows people from different classes (and within the same class) to participate in topic discussions / sharing, even if they may be in different cohorts.? For example, it would be possible to add all of the grade 6’s from 4 different classes into the same group / topic.?I like that you can directly record video to upload, or that you also have the option to record a video and upload it to your topic.You can add a co-leader to each topic (which is great for collaboration).There are a number of adjustable permissions you can play with to maintain the level of privacy you desire with your groups.?It allows students to connect creatively with each other, with video or voice only.? Students are allowed to check their videos / recordings and re-do them until they’re satisfied with them.?It can be used for virtually every subject.There’s a section where educators can upload their best lessons.? ?There are a number of pre-existing topics you can browse and select from.? Scholastic has posted a number of them.??It’s free!Flip Grid Cons:Not necessarily a con, but you can do a lot with Flipgrid, so the teacher / TL needs to be?very aware?of the settings before creating a topic in a group.? If they don’t change the permissions to allow all submitted videos to be reviewed before being posted, they run the risk of someone posting something inappropriate.?There are many stickers and etc.? These might be distracting if they’re overdone.?Here are a few reviews for Flipgrid:Common Sense Media review:? review:? Radius:?***I added all of you to this particular flipgrid (including Maureen) – if you click on the link, your username will be your first name.? If you’d like, you can watch the slideshow, and then my video post to see my example.? If you decide you’d like to try this (it’s fun), post your Nunes-esque doodle to the group.? Slides for Nunes: Module 5: Creating a Culture of ReadersCreating a culture of readers is no easy feat. It requires long-term strategic planning, school-wide support from the school’s staff, and a teacher librarian with a passion for books and literature.In this module you will have the opportunity toconsider the various factors involved in developing an inclusive school library book collectionapply your understanding of current reading research on reading aloud and allowing students greater freedom in their reading choicesexplore ways to become more effective in promoting reading with your students29. Articles and a journal about how to create a culture of readersJournal – Guidelines I want to remember based on the following 5 articles (links to articles are included below). (References embedded).Post guidelines you wish to remember in your journal:1. Fleischhacker, Joy. “Stocking Library Shelves for Student Success: Motivating Readers Through Science.” Knowledge Quest. Vol. 45, Issue 4. March/April 2017, pp. 26-35. Accessed on May 23, 2021. “When you enable a child to discover a book to love, you empower that person to become a self-motivated reader and lifelong learner” (31).Non-Fiction Graphic Novels – can make seemingly difficult topics more accessible and easier to digest. Example: Maris Wicks “Human Body Theater” for grades 4-8. There are a number of volumes in the “Science Comics” series. Another example is “Batman Science” for grades 3-9). Illustrated Biographies with Photo-Essay Profiles – blends photos, text, and excitement to provide broad overviews of their subject content. Intro of basic scientific process along with real-world applications. Showcases scientific careers, and depicts triumph/challenge faced. Examples given all start at grade 4 or higher. Novels – integrate science into their plots. Used to pique interest or stir up curiosity around highlighted themes. Example – The Wild Robot (Little, Brown, 2016) is for grades 3-6 and involves a robot…this can be used to talk about AI, the role of robots in human society, and etc.Fictional Graphic Novels – Example: “Nick and Tesla’s High-Voltage Danger Lab” (Quirk, 2013) for grades 3-6 focuses on ‘contraptions made from everyday objects’. Also: “Frank Einstein and the Antimatter Motor” (Jon Scieszka) for grades 3-6. It’s funny, introduces scientific landmarks and concepts, and promotes the spirit of scientific inquiry. Also: “Hilo” (Judd Winick) for grades 3-6 covers themes such as friendship, individuality, and facing difficult challenges while also touching on AI and its interface with human society.2. Horton, Lisa. “Meeting the Needs of Lesbian, Gay, Bisexual, Transsexual, Queer, or Questioning Students through the School Library Collection.” Teacher Librarian. Volume 44, Issue 1. Oct. 2016, pp. 20-23. Accessed on May 23, 2021. List of LGBTQ Literature in this article ?. Promote these books (feature titles on reading lists, include in displays, share with PTA and parents, and recommend to teachers for inclusion in the curriculum). “LGBTQ students will see themselves reflected in their school library; straight students will see a more accurate representation of the diversity in the world” (22).3-29% (average is 6%) of students are LGBTQ, and many have LGBTQ parents. Average library collections for LGBTQ represents .4% of books. 57% of middle school students report ‘questioning.’ “Not doing anything to support these students further promotes the isolation they can feel” (21). We need to promote diversity in the library.Elementary: usually books focus on characters who have same sex parents. Check out George Shannon’s One Family, Heather Newman’s Heather Has Two Mommies, and Miriam B. Schiffer’s Stella Brings the Family. The focus is on how families can be configured differently, but that acceptance and love are key. Middle and Highschool books are also discussed in this article. 3. Lamb, Annette and Larry Johnson. “Books and the School Library.” Teacher Librarian. Feb, 2014. Vol. 41, Issue 3, pp 58-61. Accessed May 23, 2021. Website provides text exemplars to help educators begin to identify works that meet instructional needs. At what point might it be cost effective to have a class set / multiple class sets of e-book readers?Digital services that address school standards: Scholastic’s Bookflix, Freedomflix, and Storia. E-book providers: Tumblebooks, Axis 360, Follett e-books. Sometimes it’s helpful to go directly to a publishers website. Baker ft. Taylor, Ingram Library Services, and Follett’s Titlewave are used to purchase a majority of newer library texts. Vendor websites are also a good place to start when looking for titles. Bookfinder (book-) can be used to do price comparisons – checks different bookseller sites. Interlibrary loans are good to borrow texts to meet student / teacher needs. Online public-access catalogs can be used to locate materials. There are a lot of free digital options (i.e. allows you to download a number of books for free). 4. Moreillon, Judi. “The Mighty Picturebook: Providing a Plethora of Possibilities.” Children and Libraries. Fall 2017, pp. 17-20. Accessed on May 23, 2021. Picturebooks: books in which both words and illustrations are essential to the story’s meaning.Picturebooks help with (examples): making meaning from images (visual literacy), reading comprehension, making connections, pleasure reading, and allowing students to take on the role of detectives (using word / picture clues, and etc.).5. Stanberg, Linda and Susan Vanneman. “How Special is That Special Collection?” School Library Monthly. Vol. 29, Issue 5, Feb. 2013, pp. 38-41. Accessed on May 23, 2021. “Ideally, special collections in school libraries create permanent categories and are listed and identified in the online catalog by collection as well s call number. Special collections should not be confused with books gathered for temporary displays” (38). Don’t dilute special collections by having too many of them. Special collections are special because: they have distinct characteristics, are relevant to students, have a high rate of use, are appropriate for instructional use, and are easy to find. Special Collections Criteria List: Identified in the online catalog by call number and collection designationReflects educational community cultureIs a permanent collectionSupported by instruction and effective signageFound with ease and independenceSupported by high circulation statisticsAligned with policy, positions, and ethicsExamples of special collections: light reading section, coffee-table book section, storybook section (in high school), ESL collection, series books, award books. Don’t put books in bins, baskets, or crates for the express purpose of limiting student access to library shelves – these aren’t appropriate for special collections. They inhibit the student’s ability to easily and independently access materials. *Never include leveled readers or curriculum-based books in a special collection.“The presence of labelled books in school libraries is in fact contrary to the American Association of School Librarians (AASL) position statement on labeling books” (39). “Student browsing behaviours can be profoundly altered with the addition of external reading level labels. With reading level labels often closely tied to reward points…”(39).30. Journal – summary / reflection of a book excerpt (p.5-18) from In Defense of Read-Aloud: Sustaining Best Practice by S.L. LayneReference: Layne, S.L. In Defense of Read-Aloud: Sustaining Best Practice. Stenhouse Publishers. 2015. pgs. 5-18. Accessed June 4, 2021. Link to excerpt: Reasons to read aloud as mentioned by Layne: It leads to gains in comprehension and listening skills, enhances early reading skills (pronunciation and inflection), improves speaking skills (fluency and inflection) and vocabulary acquisition, leads to an increase in parental involvement and student motivation/engagement, benefits students’ syntactic development, broadens students’ thinking and imaginations, affords them to become more culturally sensitive, and builds rapport between the teacher and their students via a bibliotherapeutic environment where emotional intelligence can deepen. It’s the first thing we do when we teach literacy to kids. Lane’s 10 reasons to read aloud (to share with people who ask): It stimulates language development, helps students move naturally into reading, shows that reading is pleasurable, demonstrates that print is meaningful, fosters an interest in books, stimulates students to react to what is read, helps create favourable attitudes toward reading, encourages students to listen actively, serves as a model, and builds rapportMy thoughts: I think that reading aloud is an amazing and enriching experience for learners. Oral storytelling is one of the main ways the first peoples passed on information, and reading aloud supports the first peoples principles of learning – “Learning is embedded in memory, history, and story.” In addition to the above points, it’s enjoyable. When people question reading aloud (and are questioning your pedagogy) you need to be able to back your decisions with sound research. The above points provide that. Start with the research before giving fluff answers like “because it’s SOOO fun.” I like the authors argument to constantly be bettering yourself, to be up to date on key research, and to be reflective. I think so many teachers (all?) are guilty at one point or another of doing something without having the solid reasons behind doing it. It’s good to know why you’re doing what you’re doing, always.31. Journal – summary / reflection of selection from The Power of Reading: Insights from the Research and a video “NRC Presents: Stephen Krashen on Reading Because You Want To (part 2) - both by S. KrashenReferences: Krashen, S. The Power of Reading: Insights from the Research 2nd Ed. Libraries Unlimited. 2004. Accessed June 4, 2021.National Reading Campaign. “NRC Presents: Stephen Krashen on Reading Because You Want To (Part 2). July 18, 2016. Accessed June 4, 2021. Link to article: Link to YouTube video: entry / summary: Reading Power – Krashen.My thoughts on the article: It’s important to make time to engage in silent reading while students are – the modeling really helps to encourage students to read. More reading happens when: The teacher reads as wellStudents don’t have to bring their own booksTeachers make efforts to promote certain booksMore books are available in the classroom libraryEnthusiasm for SSR is not always high in the first couple of months of school, but it builds. Classroom libraries get used more when teachers encourage their use – however, being directed to read is only good if you’re providing appropriate, interesting, and understandable books. Self-selection is critical.Other factors: Discussion and literature circles – discuss your reading with each other in pairs or small groups.Peer pressure / peer recommendations (very important).Library corner displays (posters, bulletin boards, displays)Paperbacks (app kids like them more than hardcover – weird)At home: book ownership, bookracks in the bathroom, lamp to read in bedMy thoughts on the video: Notes: reading is fun, pleasurable, addictive, a mode of escape, makes you smarter, relaxes you, and allows you to know more about almost everything. The most successful people are avid readers (Malcolm X, Farraday, and etc.). Krashen says that regardless of your position / station in life, if you have voluntary free reading and work to solve interest-based problems, you’ll be good. School Situation: Infuse choice into your reading – Krashen said that he couldn’t remember a single prescribed text in any of his English classes, but that he remembers all of the books he read by choice. Comic Books: These are excellent, especially for ‘average’ students who you’d like to see take a more active interest in readers. They broach very serious topics / struggles, but do so in an interesting and engaging way. He speaks highly of Spiderman’s creator Stan Lee, and references Marvel foremost, and DC as well. He also mentions that over the years, comic books are getting better and better. I feel completely ready to embrace Krashen’s torch and promote free voluntary reading along with free book choice in my classes. I’d promote it to students as well as to other staff members. 32. Article – BCTLA’s Position Statement “Book Levelling and School Library Collections”Reference: British Columbia Teacher Librarians. “Book Levelling and School Library Collections.” . Accessed June 4, 2021.Link to article: Excerpt (copied directly from above link): The practice of levelling books, used to support guided reading instruction in classrooms,is not consistent with the values of teacher‐librarians and should not be applied in part orin whole to school library collections. Children have opportunities in well‐developedschool library programs to acquire, develop, and use important lifelong skills that willenable them to select independently their own reading materials. Levelled collections,whether located in school or classroom libraries, inhibit the use of authentic strategies forselection and directly contradict the message of pursuing reading for the interest andpassion it inspires.33. Article / Excerpt re: choosing ‘just right’ books- Article – “The Five-Finger Reading Strategy” by M. DuczeminskiReference: Duczeminski, M. “The Five-Finger Reading Strategy.” Classroom. September 26, 2017. Accessed May 31, 2021. Link to article: Excerpt (copied directly from above link):The "Five-Finger Rule" is an important reading strategy for students to learn and use as soon as they become independent readers. After choosing a book, students should open it to any page and begin reading. When they come to a word they can’t pronounce or don't understand, they put up a finger. If they put up one or fewer fingers, the book is much too easy. If they put up two or three fingers, the book is just right. Four fingers means the book should be read with a teacher or parent, and five fingers means the book is too difficult.- Book Excerpt – from The Book Whisperer: Awakening the Inner Reader in Every Child by D. Miller (pgs 71-76)Reference: Miller, D. The Book Whisperer: Awakening the Inner Reader in Every Child. John Wiley & Sons, Inc. 2009. Pgs. 71-76.Link to excerpt: This is a great read about how it’s okay to have ‘bad’ reasons to select books…maybe you don’t have time and choose one based on length, maybe you choose based strictly on the cover picture, and maybe you want to stop reading after the first chapter. Miller explains that these things are all okay. 34. Article – “Graphic Novels go Back to School” by S. MaughanReference: Maughan, S. “Graphic Novels go Back to School.” Publishers Weekly, NY. Vol. 263, Issue 34, August 22, 2016. Pgs. 36-40. Accessed on May 31, 2021. Link to article: Abstract (copied directly from above link): According to Volin, "Sixty percent of the population are visual learners. According to Volin, books on subjects that augment the curriculum are always needed, especially nonfiction. "Since the software can't process visuals, you get a reading level far below what it should be." [...]Papercutz is launching a new imprint called Charmz, featuring "relationship-driven stories" aimed at tween girls.35. Class Collaboration – Author FactsReference: Nishidate, K., Wighton, A., Bond, K., Hogg, S.B., Sangha, N, and Brassard, N. “The Lowdown on Authors.” Collaborative Google Document, 2021. Accessed June 4, 2021. The Lowdown on AuthorsBarbara Parks was the author of the Junie B. Jones series. She died in 2013. ()Barbara wrote over 50 children’s books.She was a “wish” for several children through the Make A Wish Foundation. And, also dedicated several of her books to some of the children whose final wish was to meet her.She trained as a high school history/political science teacher, but then never taught.?Dav Pilkey is the author of the DogMan series (the most popular books in our school library at the moment). He became well-known for his Captain Underpants series of books, but has also written the CatKid and Dumb Bunnies series.?He has a Flip O’Rama section in his 3rd and 4th DogMan books, designed so kids can turn the section in a “flip” book!He also has lessons in some of his books that show you how to draw some of the characters.?Dumb Bunnies books were written under the pseudonym Sue Demin. (hilarious!)Dav lives outside of Seattle Washington on Bainbridge Island. But he also lives part time in Japan.The spelling of his name D-A-V came from a misprinted name tag when he worked at Pizza Hut. His name is Dave, but after that he went by Dav.His books are weird and hilarious!?Raina Telgemeier is the author of several well-known books such as Smile, Sisters, Drama, and for adapting several of the books in the Baby-Sitters Club series into a graphic novel format.? started drawing her first cartoons when she was 9.?Most of her books are? based on her own personal experiences, like the dental and orthodontic work in the book Smile, which she had to get because of a serious mouth injury when she was a teenager. She was teased a lot because of this and several parts of her experiences are written into the book.?She originally wanted to be an animator, so she created several flipbooks to work on her technique.She does a web comic in addition to her graphic novelsShe has won tonnes of awards and been on the NYT Bestselling list multiple times?________________________________________________________The Low Down on Authors - Lauren O’NeillMy focus is on K-3.?Mo Willems - fact #1: Mo Willems began his career as a writer / animator on Sesame Street.Key fact #2: He has won a LOT of different awards for his stories.Key fact #3: He wrote the Elephant and Piggy AND the Pigeon series.?Key fact #4: Mo’s books are fast, funny, engaging, and very popular in our school.Eric Carle - ? and fact #1: If you like The Hungry Caterpillar, Eric Carle wrote the ‘What Do You See’ series, along with a number of other wonderful books.?Key fact #2: He illustrated almost all of his own work (we can make Eric Carle inspired art).?Key Fact #3: You can read Eric Carle’s books in a number of different languages!Key Fact #4: He and his late wife opened a museum called The Eric Carle Museum of Picture Books Art.?Ian Falconer – and Fact #1: Ian Falconer wrote/illustrated all of the Olivia series, and it’s a LOT of fun drawing Olivia (I use her stories in guided drawing lessons sometimes in K-3 classes).Key Fact #2: He wears a lot of different hats!? Not only is he a writer and illustrator, but he helps to design sets and costumes for different theater productions, and has also created a number of covers for a popular magazine!Key Fact #3: If you like Olivia, there are over a dozen Olivia books in the series!Key Fact #4: When he’s thinking about what to draw, he likes to think of how he can tell jokes with pictures.?Kaya Nishidate:Dan Santat: (his website does not appear to be working)Dan Santat is is an American author and illustrator. His most popular book is Adventures of Beekle: The Unimaginary Friend (Caldecott Medal Winner). He also wrote After the Fall and is the illustrator of Crankenstein and many more!Dan Santat has a bird, three dogs, and two catsHe is friends with Mo Willems (Author of Elephant and Piggie) and Peter Brown (Creepy Carrots)In 2010 he turned down the opportunity to create Google Doodles not wanting to abandon his dream of making children's books?Monique Gray Smith: Gray Smith is an Indigenous speaker and author living in Victoria, BC. The picture books she is known for include My Heart Fills with Happiness, When We Are Kind, and You Hold Me Up.Monique’s books are used to share wisdom, knowledge, hope and the important teaching that love is medicine. She is well known for her storytelling, spirit of generosity and focus on resilience.She is Cree, Lakota and ScottishIn addition to her work as a writer, she has worked as a nurse in Indigenous communities for over 25 years?Peter Reynolds: Reynolds is a Canadian author and illustrator born in Toronto, Canada. Some of his popular books include The Dot, Ish, Be You, Say Something, Sky Color, and The Word Collector.Peter Reynold’s children’s book career includes the publication of over 50 books.The Dot has been published in over twenty languages, including BrailleInternational Dot Day began in 2009 and is celebrated on September 15. Dot Day celebrates creativity in the classroom. Over 19 million teachers, librarians and students from 189 countries have participated to date.Nic’s Lowdown Submission?Bryan Konietzko and Michael Dante DiMartino are a renown team that have produced many animated series, but they are most notable in my school for “Avatar, The Last Airbender” graphic novel adaption.??Konietzko and Dimartino worked on animations such as “Invader Zim”? and “Family Guy” as storyboard artists.Konietzko designed the main characters of Avatar by drawing on his landscape painting experience.Konietzko keeps and online photo journal that he regularly updates, and can be viewed for free.?Rebecca Elliott is the author of one of our school’s favorite series: “Owl Diaries.”? Before Rebecca became an author, she received a degree in philosophy, and was working in an office. She took a break from this lifestyle, and began writing novels.?Rebecca is the author of several book series, most notable being? “Owl Diaries,”? “Unicorn Diaries,” and a large amount of one off picture books.Rebecca can be found podcasting, and engaging with her readers.?She is also in a band, and constantly makes new music?Pendleton Ward created the popular “Adventure Time” graphic novel in our library. Pendleton is known as an animator, screenwriter, producer and voice actor. He grew up in? San Antonio, and currently lives in Los Angeles.?He started drawing flip books in first grade, sparking his interest in animationsHe is a graduate of the CalArts Animation ProgramHe Published a webcomic titled “Bueno the Bear,” but took them down because he didn’t like them. This would create a lot of nice discussion about growing as an artist, and even though you might not like something, others might.?Low Down on Authors – Kristin Bond??Dav Pilkey – Dav Pilkey, author of many amazingly popular books, appeals to readers with his wide range of characters, often simple but eye-catching illustrations, and most of all his incredible sense of humor—especially his potty humor! Students of all ages in elementary school enjoy his books, and teachers appreciate his kind Dragon series for their beginner readers too.? Dav Pilkey’s wicked sense of humor, potty and otherwise hooks readers of all ages, and his range of works (over 65 titles) makes him the highest circulated and requested author at both of my elementary schools.??The three key points I would use to entice students (who don’t know who Dav Pilkey is) to read Dav Pilkey are:?His books are very funny (like potty-humor funny!)?Dav Pilkey’s books are relatable in many ways,? with engaging themes of friendship, underdog victories, overcoming adversity, acceptance, and being yourself.?The illustrations are engaging and colourful, and help tell the story (helpful for beginner readers)?Below are some links to learn more about Dav Pilkey:? ?Common Sense Media Review - Dog Man??Mo Willems – Mo Willems is by far the most popular author among the primary-grade students at my schools. I always mention (fruitlessly) that Willems used to work on Sesame Street, and sadly too many kids have no idea about Sesame Street! Regardless, I believe that the amazing writing, illustrations, humor and lessons about friendship must somehow relate to Willems’ ‘sunny day’s on that special ‘Street’. ?Mo Willems’ Pigeon, and Elephant and Piggie books are engaging to all readers, and parents love them also as they are fun to read, and their beginner-readers can read along too. Willems has many equally wonderful picture books, and a host of other favourite characters also.?Here are three points to entice students to read Mo Willems:?His Book Titles – they are hilarious, ‘punny’, pique curiosity. E.g. - Don’t Let the Pigeon Drive the Bus, Naked Mole Rat Gets Dressed, I Really Like Slop, Sam the Most Scaredy-Cat Kid in the Whole World, and the Knuffle Bunny Series: Knuffle Bunny, Knuffle Bunny Too, Knuffle Bunny Free.??His Characters -Willems? creates fun characters with qualities that young readers can relate to, who face problems that are presented with straightforward, doable solutions -- the perfect blueprint for navigating early childhood friendship drama!??Reader Involvement: Willems’ engagement of his readers is intentional and purposeful: "What I want to bring to the table is a respect for kids by creating 49 percent of the work and leaving enough space for my readers to create the remaining 51 percent. When people?are engaged and actually have a part to play in the story, the story means more” (Kaplan,?2020).??Here are some links to learn more about Mo Willems:? Kinney- author of The Diary of a Wimpy Kid Series??The final, most popular author at my schools is Jeff Kinney, author of the 16 Diary of a Wimpy Kid series books and its 2 offshoot titles featuring Rowley Jefferson.? From upper-primary to Grade 7, these books are always in circulation, and by all readers – even the “good “ones!?Here are three reasons that explain the D.O.A.W.K. Phenomenon in my schools:?Relatable Characters – the characters in these books are not perfect, they are often morally challenged (especially Greg, the main character), and as noted in the Scholastic Parent article, “Here’s Why You Want Questionable Role Models Like Diary of a Wimpy Kid’s Greg in Books”, “’[kids] really enjoy humor. I don’t think they’re as interested in reading something about a perfect kid, because they’re not perfect kids’”, (Kloss, 2019). The characters in these books are morally challenged, lazy, dishonest, and display many other unsavory qualities, but are relatable and very FUNNY.???They are FUNNY- The main appeal of these books is the humor.? Kinney’s potty humor, family humor, middle-school humor is sharp, witty, and hilarious, and as such, readers cannot get enough of his books.?Accessible – The Diary of a Wimpy Kid books are accessible to nearly all levels of readers. Each book uses simple print-style fonts, interspersed with funny stick-person drawings to break up text and add visual interest, and keep readers engaged. Further, the journal-entry style set-up used by Kinney is easy-to-read and has even inspired students to start their own diaries, as well as many other authors (the Dork Diary Series).?Here are some links to learn more about Greg Kinney:? You Want Questionable Role Models ?References?Kaplan, E. (2020, February 21). Mo Willems on the Lost Art of Being Silly. Edutopia. , K. (2019, March 5). Here’s Why You Want Questionable Role Models Like Diary of a Wimpy Kid’s Greg in Books. Scholastic Parents. Down on Authors (of YA novels for Secondary students) - Ashleigh WightonAfter a quick survey of the LCTs and English teachers in my school, I selected the following names based on student popularity. I wrote these short explanations with students as the audience in mind:??Orson Scott Card:This author is most famous for his sci-fi novel Ender’s Game. Many of the settings in his novels are inspired by his teenage years where he lived in rural Brazil with his family serving as a Mormon missionary. Many of the settings in his books are inspired by his life in Brazil. Did you know that he was named after his grandfather who started a Mormon colony here in Canada (Cardston, Alberta)? In his young adult years, he started a theatre company in Utah, but it was unsuccessful and eventually closed. That failure didn’t stop him though as he became a celebrated author. Fun fact: he has adapted popular James Camerson and Marvel comics and movies INTO novel form for young readers - it’s not often that the movie comes first!??Nic Stone:Did you know that “Nic Stone” isn’t her real name? It’s a cool take on her full name: Andrea Nicole Livingstone. She was raised in a suburb of Atlanta, Georgia in the USA. After she graduated from college, she lived in Isreal for a few years mentoring teenagers in the middle-East. As you can probably guess, she has a passion for youth and focuses her writing on young adult fiction. She has a solid social media presence on multiple platforms if you want to follow her. The Black Lives Matter movement has inspired her recent writing - if you haven’t checked one of her books out yet, the time is now!?Angie Thomas:A relatively new author, Angie Thomas is making a splash in both the print and film world! Her first novel The Hate U Give, actually started as a project in her senior year at college (kind of makes you rethink the potential of those stories you’re writing in English class). She is involved in the film adaptations of her novels, and has won a number of awards in the last five years but she claims her biggest accomplishment is an article that was written about her in “Right-On Magazine” - oh, did I mention this article was about her as a RAPPER! That’s right, she started as a rapper (will still rap occasionally too) and is skilled at hip-hop to top it all off. If you want to check out more about her, you can find her on facebook, instagram, or twitter.??References:?Famous Authors: “Orson Scott Card.” Retrieved May 27, 2021.Macmillan Publishers: “Orson Scott Card.” . Retrieved May 27, ? 2021.“Nic Stone” Retrieved May 27, 2021Angie Thomas, “About.” Retrieved May 27, 2021?Navneet’s Author Selection:Masashi Kishimoto?The Naruto graphic novels are always flying off the shelf in the LLC at my school. The novel series is also adapted into 2 anime and multiple films, games, and media. As a child, he often showed interest in drawing various characters from anime shows that he watched.- ? ??? Naruto wasn’t his first manga, it was Karakuri (1995), this manga got him awards that recognized him as an upcoming rookie manga artist.- ? ??? Did you know this series was completed in 15 years, and that is has a total of 700 chapters (72 volumes)- ? ??? If you liked Naruto, he also released a spin-off miniseries called, Naruto: The Seventh Hokage and the Scarlet Spring and if you would like to read other works by him, I would suggest reading Samurai 8: The Tale of HachimaruMargaret Atwood author has been around for awhile, and I was surprised to see that students still love reading her books. Some of her more well-known publications are The Handmaid’s Tale, The Testaments, The Heart Goes Last, Dearly: Poems, and Stone Mattress.?She is best known for her prose fiction and her feminist perspective which has been an appeal for a lot of female students. A lot of her themes revolved around role reversals and new beginnings...students tend to like the aspect of a woman trying to figure out her role with the world, herself and the people around herHer work is also considered to be gothic which has been a selling point for readers, making it extremely popularA lot of female students enjoy reading books by her, especially The Handmaid’s Tale…this book came back into circulation when the show started and we went through a couple of years when students were really into the Dystopian themes. They like to read this book and watch the show which is still on-going. There is also a movie (a bit “outdated” for them that is also available).Patrick Rothfuss is an American writer and the majority of his writing focuses on the Epic Fantasy genre. He is best known for his trilogy The KingKiller Chronicle, which captivates his audience from the very first book. Other books that he’s received recognition for is his debut novel, The Name of the Wind (received the 2007 Quill Award), and? The Wise Man’s Fear.Students can enjoy his famous trilogy and once done, they can read stand-alone texts that are related or set in The Killinger Chronicle world. He also released an illustrated novella called the Slow Regard of Silent Things that centered around the character Auri from the original book.He also organizes the charity Worldbuilders (primarily for Heifer International) which is a charity that provides livestock, education, and clean water for developing communities around the world.If your students want to adventure into a different territory, he has also created The StoryBoard podcast on fantasy. 36. Infographic and Module Culminating Project - Infographic - how to build book displays by J. LagardeLink to infographic: - Module Culminating Assignment – sample of book display Book Promotion Project:Keeping Cool as Summer Approaches: Mind and Body Edition.Submitted by: Lauren O’NeillCont. 997 - 002.? S21 Teacher Librarian 1.? Module 5.Title:? MINDFULNESSAge Group / School Level:? K-6Display Materials / Amazing Items Mentioned:16 awesome books that:-deal with a variety of mindfulness techniques including stretching, breathing, and connecting minds to bodies.??-show that humans aren’t the only ones who experience anxiety.-add elements of humour.-remind us to show gratitude for the wonderful things in our lives.Plants, BEE MINDFUL visual, MINDFULNESS display title, interactive ‘How to Stay Green’ booklet (we use the zones of regulation), and interactive sparkly mindfulness shaker jar.?Time of Year for Display:? JuneVisual Sketch/Image/Picture of Display:Author / Illustrator Information:A Handful of Quiet: Happiness in Four Pebbles.? Written and Illustrated by Tich Nhat Hanh.All Birds Have Anxiety.? Written by Kathy Hoopmann.Calm Monsters, Kind Monsters: A Sesame Street Guide to Mindfulness. Written by Karen Latchana Kenney.Cool Cats, Calm Kids: Relaxation and Stress Management for Young People. ?Written by Mary L. Williams.? Illustrated by Dianne O’Quinn Burke.Even Superheroes Have Bad Days. ?Written by Shelley Becker.? Illustrated by Eda Kaban.I am Peace: A Book of Mindfulness.? Written by Susan Verde.? Illustrated by Peter H. Reynolds.Listening to my Body.? Written by Gabi Garcia.? Illustrated by Ying Hui Tan.Mindful Monkey, Happy Panda.? Written by Lauren Alderfer.? Illustrated by Kerry Lee MacLean.My Heart Fills with Happiness.? Written by Monique Gray Smith.? Illustrated by Julie Flett.?My Magic Breath: Finding Calm Through Mindful Breathing.? Written by Nick Ortner and Alison Taylor.? Illustrated by Michelle Polizzi.Sidewalk Flowers.? Written and Illustrated by Jon Arno Lawson and Sydney Smith.Take the Time: Mindfulness for Kids.? Written and Illustrated by Maud Roegiers.The Grateful Book.? Written and illustrated by Angela Kohler.The Listening Walk.? Written by Paul Showers.? Illustrated by Aliki.Unicorn Yoga.? Written by Gina Cascone and Bryony Williams Sheppard.? Illustrated by Jennifer Sattler.What Does It Mean to be Present?? Written by Rana DiOrio.? Illustrated by Eliza Wheeler.Titles and Images: ??Relevancy of Display / Purpose:I usually teach mental health and mindfulness in June.? The reason I do this at the end of the school year is because students tend to be quite high energy / easily sidetracked during the last month of school; they know summer’s coming, the sun is often shining, and sometimes it’s hard to retain focus on learning.? I also like to focus on mindfulness around this time because some kids get anxious as summer approaches (the lack of structure / being away from friends / travel / changing schools, and etc. can cause anxiety).??Mindfulness has also been quite a big theme lately with the added anxiety / stress people have been experiencing due to Covid-19.? It’s a topic that shows up frequently in the media, and I believe students can benefit from being introduced to different strategies /? resources that they can add to their mindfulness toolkits.????Additional Comments:I loved this project.? Teaching mindfulness (breathing, stretching, visualizing, and etc.) is one of my favourite things.?I included an interactive element where students can contribute the ways they stay in the green zone (zones of regulation), as well as a sparkle shaker jar – I tell students that when people are out of the green zone, sometimes their minds get cloudy and they can’t think clearly.? I shake the sparkle jar to illustrate a clouded mind, with all of our thoughts jumbled and swirling around.? We do mindful breathing and take time so that the sparkles (and our thoughts) can settle.?I really liked Ashleigh’s suggestion to tie this into a newsletter and provide mindfulness links that can be used by families at home. I would also use one of B’s awesome ideas and include a map of the library that highlights where other mindfulness books can be found. ?Module 6: Informing Practice Through Observation?You have learned about school libraries; now, what better way to extend your learning than to see one in action. Unfortunately, with public health measures currently in place to reduce the spread of COVID-19,?this may not be a suitable option. During this time, therefore, visits to physical Library Learning Commons spaces will not be required and will be replaced with visits to virtual LLC spaces and programs. With a growing shift toward digital spaces, this is a great opportunity to see the creative solutions that TLs are developing in response to this shift.You should try to visit other school libraries throughout your career to see how teacher-librarians creatively use their physical and digital space and available resources to creatively meet their school community's needs.There is always something to be learned from each site visit. You might be introduced to new ideas you are keen to consider in your own situation. Snap photos of bulletin boards and book displays. You might swap solutions to problems and exchange collaborative lesson plans. And making new connections with other teacher librarians is probably the best part. Sometimes a rich professional discussion with another kindred spirit can provide you with a much-needed affirmation or the courage to tackle new challenges.In this module, you will have the opportunity toexplore digital library spaces, comparing what you have identified as elements of an effective school library program and how this translates to a virtual space.consider how TL role shifts when operating within a virtual environmentidentify the numerous ways that teacher-librarians can take a leadership role in the development of digital literacy supports for remote and blended learning.develop a collaborative resource of various tools and supports that have been developed in response to blended and remote learning situations, pandemic protocols in schools and/or potential closures of schools and public spaces.37. Samples – school library evaluationsReferences: Ekdahl, M. and Zubke, S. Eds. “Performance Standards: One Way to Look at This” from School Library to Library Learning Commons: A Pro-Active Model for Educational Change. Vancouver School District #39. P.6. Accessed June 4, 2021.Link to checklist: Schultz-Jones, B. and Oberg, D. Eds. “Sample School Library Evaluation Checklist.” IFLA School Library Guidelines: Appendix D. Taken from The Canadian School Library Association and The Association for Teacher Librarianship in Canada “Achieving Information Literacy: Standards for School Library Programs in Canada” 2015. Accessed June 4, 2021.Link to checklist: 38. Journal – Amazing virtual resources with annotationsJournal: Annotations for resources that have been created to provide free access to educational materials for students and their parents to facilitate learning through virtual spaces - Access Mars: Mars Curiosity Rover – a look on the surface of Mars (360) – you can look at the different features of the Mars Rover (wheels/speed/ power source/analytical instruments/cameras/etc.). You can travel to different areas that the rover went to (the landing site, Pahrump Hills, Marias Pass, and Murray Buttes). Information is available for each location – students can listen to the information as well as read it. Thanks to the rover taking pictures with side-by-side cameras, you can navigate the areas in 3-D. Black and White imaging is due to some areas only being photographed with low-res cameras. Food 360 - Canadian Farm and Food Tours: Includes (but is not limited to) cheese and milk processing, beef, turkey, chicken, grain, pig, dairy, mink, egg, and sheep farms, orchards, feed mills, and etc. Each link takes you to a list of quick facts about each, and then you can watch videos. For Example: if you click on Egg Farms, you get quick facts, and can then click on one of 4 different types of videos (enriched egg farms, free-range egg farms, free-run egg farms, or careers in the Canadian egg industry). Within each type are more specific videos. It’s very thorough. The Louvre – Online Tours: In a virtual setting, users can look at a number of different rooms in the Louvre, and enjoy different galleries. The architecture can also be appreciated. Exhibits on display from the Louvre’s Petite Galerie include “The Advent of the Artist,” “Power Plays,” “The Body in Movement,” and “Founding Myths: From Hercules to Darth Vader.” The site also offers activities that can be enjoyed virtually, including events in the auditorium (in French), various art-related podcasts, a section called Louvre Kids (where stories / tales are told, and they can look through galleries with child-friendly language and explanations), and a virtual reality experience called “Mona Lisa Beyond the Glass.” Nitro Type – This is a pretty fun typing site. You can race as a guest, or create a login / sign up if you want to do things like earn race rewards. You type a sentence to start with to get your qualifying speed, and are then paired up against other racers (typers). On go, you have to type a sentence faster than other racers so that you can get to the finish line first. This site is powered by (it includes typing lessons, games, and a typing test). If you sign up, you can monitor student progress using the teacher dashboard. I can see this being really engaging for students. Sworkit Kid Workouts –Their introductory video and youth initiative videos let users know what their programs are all about. The site offers workout videos for students ages 4-18 (they are broken up by age). When you click on a video - for example, “Get the Wiggles Out (Ages 4-7),” you are shown difficulty levels, equipment needed, what skill it is good for developing and focus areas. Then you can decide how long you’d like the workout to be. It is also set up so that teachers who want to can create their own workouts. Through paid individual subscriptions, Sworkit is able to give back by offering paid subscriptions for free to any teachers with K-12 classrooms. Overcoming Obstacles – Life Skills Lessons, Activities, and More (all for free). This site is in English and Spanish, and caters to learners in Kindergarten through to Grade 12. It’s broken up in K-2, 3-5, middle school, and high school. You can click on whichever level you’re teaching and download the associated lessons. For example, the K-2 curriculum focuses on fairness, listening, coping skills, self-control, respect, and integrity. It’s 78 pages long, and can be downloaded / printed. Lessons include starters, I do, We do, and You do sections, closures, and assessment questions. Other awesome resources to facilitate learning through virtual spacesBamboo?– Alexa Skills to Help You LearnEdgerton Center?- 3D Printing and Coding ProjectsPBS Learning Media?– Digital MediaRedT Kids Marketplace?– Critical ThinkingScience SimulationsOT ToolboxOvercoming Obstacles?– Social and Emotional LearningThe Theta Music Trainer39. Class Collaboration – More amazing annotated virtual resourcesReference: Nishidate, K., Wighton, A., Bond, K., Hogg, S.B., Sangha, N, and Brassard, N. “Resources Collaborative Document.” Collaborative Google Document, 2021. Accessed June 4, 2021. Navneet’s 3 Resources - Synopsis?Overcoming Obstacles ? ??? It is a non-profit organization that is free and offers life skills curricula for K-12. The online tools allow you to customize your lessons especially if there are parts that don’t fit with what you want the outcome to be. The website is offered in both English and Spanish (reaching out to more people). There are over 100s of activity-based lessons that cover over 30 critical social and emotional skills, that teach students how to communicate effectively, make informed decisions, solve problems, respect one another, etc. There are 4 levels you can pick from (K-2, 3-5, middle school & high school) and there is NO registration required.Theta Music Trainer ? ??? This is an online system that has various online courses and games that revolve around “training” your musical ear and for music theory. This resource is great for classrooms as it will help students advance their key music skills. Teachers can track each student’s progress by assigning courses and games with an easy layout to follow and you are able to see your student activities (to see who has finished and started assignments). For each skill there are 3 levels (an introduction, practice and game level). The only downside is after level 3 courses/games require a premium membership ($7.95/month or $49/yr).Sworkit ? ??? This platform provides a variety of kid workouts to help them stay active, especially those who are learning online or taking PE classes online. It is completely free to use and even gives teachers an option to create custom workouts for their students through their youth initiative program. The workouts are divided by age groups: 4-7, 7-11, 11-15, 15-18. Not only are there videos for different workouts (ex. Ages 15-18: strength endurance, upper body, lower body, cardio, etc.) they also have warm-up and cool down videos for kids as well as videos about flexibility and balance. Each workout has a level of difficulty from 1-3, tells you if you need equipment, what it is “good for” and the “focus area” of the workout. Then you can select how long you want to workout for 1-60minutes…select it…hit play…10 second countdown for first pose, hold for 30 seconds…warns you about the upcoming exercise…counts you in…instructs how to do it properly, etc. = GREAT for online studentsAshleigh Wighton’s Online Educational ResourcesPBS Learning Media resource provides a wide variety of classroom options for different grade levels and subjects. There are also professional development links for teachers as well. Using the Inquiry Design Model, these curricular resources pose a driving question, and then provide resources, activities, and discussion questions to help students and teachers explore the question. These lessons and links can easily be shared directly to Google Classroom. As a teacher, you create a free account to gain full access.*This DOES work for Canadians as well. In the past, many of PBS’s online video resources have been locked to only US users, but I tested it, watched videos, created an account, and linked a Google Classroom!?Mango Language? for free through the Fraser Valley Regional Library (use library card login)?This is currently the highest rated language learning app on the app store. There are over 70 languages to learn available. This would be an excellent supplemental material for a language class in the absence of in-class instruction for practicing listening and speaking skills. It boasts an Intuitive Language Construction methodology for language acquisition which differentiates it from other language apps. An emphasis is placed on “learn like a local” for dialectal and cultural accuracy.?Big Science Little Hands (at home) - Provided by Science World World has created a list of science activities and experiments to complete at home with young children (preschool and primary grade levels). Each activity link includes a two-page PDF (printable/downloadable) to guide parents (or teachers) through the activity. It includes question prompts using key vocabulary such as “I wonder what would happen if…” as well as practical preparation guides like an equipment checklist and tasks to prepare. Many of the activities have students create or build something like a craft to explore the science question. The equipment lists require basic materials that most families would have around the house. There may be some activities which would limit participation based on supply availability, but very minimal. This has been well designed to be accessible to the masses.??New Resources ??? ??? ??? ??? ??? ??? ??? ??? Kristin Bond?For this assignment, I explored the following sites: Red T-Kids Thinkscape Marketplace, PBS Learning Media, and Nitro Type. All three of these sites would be excellent sources to add to your library webpage, and would provide rich learning opportunities through virtual spaces, and would prove valuable if we ever need to teach from home again.??Red T-Kids Marketplace - Thinkscape Marketplace:?This ‘critical thinking’ site is truly worth checking out – especially for the elementary teachers. Red T-Media is a think tank comprised of writer, artists, media producers, and teachers, and encourages the development of critical thinking skills via a multi-faceted “play-their-way- to-being-good-thinkers" approach with available experts, tools, and activities to guide students on their journey of discovery and understanding. The books, apps, games, and resources created for these opportunities are driven by the philosophy that kids are open to learning, and are especially creative, open-minded, curious and fearless in their questioning and understanding -- a perfect state learning and teaching. Learning is ongoing and extends beyond the initial questions with opportunities for students to share and collaborate with others via writing, communicating, dancing, and creating. Finally, learning opportunities grow bigger as teachers and parents can access learning resources and lessons that continue the investigation and develop meaningful understanding in areas connected to the original ‘ask’ or thought.?Link: Thinkscape Marketplace?Cost: Free & up – most game or activity apps $3.99 and up for Android and Apple devices?Notable – Wall of Wonder ---? click here to Check out this 'wonder'!??PBS Learning Media - ?Free, curated videos on all subject areas including professional development, and pre-school, as well as lesson plans, and interactives!? This is fabulous, free, and reliable source that would be a great addition to your ‘bag of tricks’, as well as useful on your library webpage!?Link: PBS Learning Media?Cost: Free?Format: Videos?Ages: Pre-K – Gr. 12?Video Lengths: seconds – 20+ minutes; longer for Professional Development videos?Subjects & Areas Available: Science, SS, Math, English LA, Engineering & Tech, Health & PE, Preschool, Professional Development, The Arts, World Languages?Notable: PBS! A solid and credible source and it’s FREE.??Nitro Type - ?Nitro Type is an online typing competition that makes improving typing skills and accuracy fun, while competing with other students around the world. Students improve their typing speed and accuracy via this platform, however it does not teach the basics!?This would be a fun and useful tool to add to your LLC website or classroom site if your student have the basic ‘home row’ skills.?Link: Nitro Type?Cost: Free or $9.99 for a GOLD Lifetime Membership (no ads)?Format: Online?Ages: Grades 3-8 (knowledge of home-row basics needed before this program is used)?Review: Common Sense Media (click link) Review of Nitro Type Here?Notable:??Offers custom class pages where students can see scores and their peers ‘custom cars’?No player chat which distracts the lesson?Custom reports?Free registration includes access to all features, but ads are plentiful and annoying!?Kaya’s 3 Resources:?Edgerton Centre:The Edgerton Centre is based out of MIT and “offers subjects in engineering and imaging, supports student clubs and teams; manages student machine shops, upholds MIT’s expertise in high-speed and scientific imaging; and offers a year-round K-12 program.” The K-12 program offers on-campus field trips and programs. For those of us not near MIT, The Egerton Centre also has many online Makerspace resources and pro-d opportunities.?The Edgerton Centre: Maker Resources: member/EdgertonCenter/instructables/?fbclid=IwAR16BCAHv4XnA3lDKySuePmypRl6hD9ee5qz4lTMdVbMTbwd5zDhfAqTKwcHow to run a Makerspace + ProD: OT Toolbox:The OT Toolbox is a website run by an occupational therapist. It offers resources and activities for teachers, parents, and therapists to help students work on developmental, fine motor, executive functioning skills, and more. There are many awesome free resources as well as helpful blog posts. The tools are organized by audience and category to help navigate the site more easily.?Teacher Toolbox: resources: Learning:Bamboo Learning offers educational apps for kids using Alexa. The content is voice activated and allows children to practice math, language arts, and listening and reading comprehension skills. Bamboo Grove is a tool coming soon for parents to track their children’s progress.?According to the website, “content available includes free access to Unit 1 of 6 for each ELA module, for each grade from Kindergarten through 5th Grade. The paid subscription (which starts with a 14-day free trial) includes all six units (Unit 1 through Unit 6). It looks like the monthly subscriptions to the apps range from $2.99 to $5.99Bamboo Learning: it in action here: ’s 3 “New” ResourcesNitro Type ()Good for: Grades 3 - 8?I really enjoyed typing on this site. It was easy to use and free. Even the subscription is only $9.99/year – and even though that is most likely in USD, that is still very reasonable. It was engaging and easy to start. I loved that you got to choose your car.There is a custom report option and no chat is a plus to keep distractions of that kind to a minimum.I had to things that I wasn’t a big fan of though – 1) they only test your speed once to put you in a category – I happened to type the “placement” test very well…and then spent the rest of my time coming in dead last…so, that wasn’t much fun – it would be better if you got moved down after that happens, say, 3 times, or something – it was quite demoralizing and made me do worse; and 2) the stuff they had us typing wasn’t very exciting or interesting – I would not be that hard to change that aspect.I do think this probably has a limited shelf-life as far a student engagement goes – you could stretch it and keep them interested longer if you made sure to only do it in 5-10 bursts regularly. Also, they need to already know their Home Row as this is purely for speed and accuracy, not a place to learn How to Type.? Overall, a good resource. I would give it 3.5 stars out of 5.?Prodigy ()?Good for: Grades 1 - 7 (or adapted programs)This is free for teachers and parents – and, although a paid subscription is available, it is totally not necessary for either the teacher or the parents to pay anything in order to use it fully – the only things you get with the paid subscription are fancier outfits, more pets, and more gold.?This game is set up like an MMORPG – you battle monsters with special attacks and answer mathematical questions. The kids really love it – and they enjoyed setting their characters up – changing their hair and eye colour and so forth. It is super-easy to use as a teacher. You can send them “assignments” – targeted topics – with a time frame and the kids don’t even know that? you are assessing them…those are just the questions that come up in battle.?It is very easy to pull up general information on the class or specific information on an individual student. The usernames and passwords are easily accessible and printable. (I printed them out on bright salmon-coloured paper, cut them out, and laminated them on a ring.)The placement test was actually quite good at pinpointing where a student should be.I would say that this is another tool that has a limited shelf-life. I like to use it in the back half of the year – typically introducing it after Spring Break. Twenty (20) minutes seems to be the sweet spot for play time -although, in the beginning, they wanted to play all afternoon.There are a couple of drawbacks for this game: 1) you can’t really play with other students from home – we tried to meet up, but you don’t know what “world” will be available when you log on, so it is almost impossible to meet up and play together; and 2) the “upgrade” messages can get pretty repetitive and annoying.Still, overall, this was a huge hit with my class. 4 out of 5 stars.?The Theta Music Trainer ()?I cannot believe that I had never heard of this before! Where has this been all my life?! Ear training is a valuable skill, but it requires training and practice - and most programs I have found are cost-prohibitive.?I have a background in music, and I was hooked immediately – even the introductory modules and lessons are great. Whoever designed this training really knows their stuff. Each skill is broken down into simple fun games that can be mastered. I think it is great that you can practice before you “play” for a score…because sometimes you have to figure out what you are supposed to click/do in order to play the level. The scores themselves aren’t a huge part of anything which I think is great…you can get 40 points without really knowing what that means…they have set it up to be like benchmarks as opposed to scores. Once you accumulate enough points, you have progressed to the next level, but you can always go back if you feel you need to and repeat a level that you have already passed.There are enough skills and levels here for a wide range of skills, abilities, and interests. I spent entirely too much time (that I should have been spending on putting my handbook together!) on this site and have already passed it on to one of my brothers, my nephew, and one of my nieces.?The interface is simple, so some kids might find it a bit juvenile, but the content is top-notch.4.5 starts out of 5?Nic’s Resource ReviewAccess Mars:Approximate grade: k-12??? This is a pretty cool resource that lets users explore the surface of mars using digital recreations, and photographs from the mars lander. This website is broken up into three categories:Learn - Here we explore how the planet and the rover itselfMove - This aspect moves like google maps to explore the planet, andExplore - users can explore different points of the planet that the rover has explored.I think that this website is fairly intuitive and? a fun resource, especially with all the mars news earlier this year.? It can be modified and used in all grades, and would definitely be a cool aspect to include in a science class.Online Tours of the LouvreApproximate grade: 3-12What a wonderful resource that lets us explore the Louvre from a distance in Canada!? This website offers virtual tours, and great photographs of each exhibit. Additionally, there are celebrity tours, such as Beyonce and Jay Z, that could give a great connection for students to get interested in.? The website is broken down into three categories:Virtual Tours,Explore, andWhats onIt’s a wonderfully intuitive website; however, the virtual tours are all written in french. I do not have an extensive french background, and was able to navigate the virtual tours just fine.? I highly recommend this website for history, art, or just appreciation.?Science SimulationsApproximate Grade:? 7- 12??? If your district has loads of money, or you want to spend your own money on a cultivated year long?Science unit (Chemistry, biology, etc.) this website is for you. I looked over the resources and what it offers, and I was impressed with what they claim; however, there is a substantial amount per unit, reaching upwards of 500$.? Additionally, the purchasing website seems to be located only in the states, so it looks like we are out of luck in Canada.???? While it is unfortunate that there is such a high cost, and location-based restraints, we can still look at how they formulate their units and borrow some ideas.?40. Module Culminating Assignment - Virtual Library Visit to Juniper Ridge Elementary SchoolLink to library site: I decided to do a virtual library tour for J.R. Elementary School (J.R.E.S.) because I will be working there in the fall. Based on the readings / checklists we’ve looked at in this module, I compiled a list of items I wanted to look into before visiting. 1. Does the website offer photos of the library, or a virtual tour? Is the physical space good for learning? Is the space flexible, well-designed, and able to accommodate different areas of learning? Is it current and fresh (are there updated posters and signage, are bookshelves cluttered, are there computers visible, are there areas other than the traditional fiction/non-fiction/reference sections?I did not get any answers to any of these questions in my virtual tour. I didn’t come across any photos of the library or its staff. I really would have liked to have been able to get a look at the physical space, despite only visiting virtually. I don’t know what displays are up at the moment, or what’s being promoted there this month. When I become a TL, I’ll endeavour to include some more visuals on our school’s website, or maybe a slideshow. That’s the only area of complaint I had.2. Is current technology being used to support the curriculum? Are there online databases, and is access to them user-friendly? Are there a range of resources?Yes, yes, yes, and yes. I had no problem accessing the JRES site. Below what could be a stock photo of learners enjoying themselves in a library setting, there’s a link for the library. Beneath that is a link for the TL’s library page. JRES Library Site (not fancy but functional - loads of curriculum-friendly online resources):The library link takes you to a list of all of the schools in the district. From there, you select the one you want to go to. Then you have two choices: home and catalog.Home: This includes a list of library links broken up by topic/subject, with links to different databases/resources that cater to each of those subjects. There were well over 100 links to support the topics from encyclopedias to almanacs to personality tests to informational videos and games. Example: if you click on Endangered Species, you can then select from 19 Most Endangered, BBC Most Endangered, Endangered Animals A-Z Animals, National Geographic, Nature Canada, the World Wildlife Fund, and Top 10 Most Endangered (this is just a sample of the options). If you decide to check out the World Wildlife Fund, you can select by featured, arctic, land, or oceans. You can learn about climate, how to help, read up on current news/stories, and etc. Catalog: This opens up the library search. You can search using BASIC (keyword, title, author, subject, and series searches by material type, reading level, and reading program), POWER (extension of basic with more refined search features), VISUAL (search by database with pictures/words), or NUMBER (search by call number). You can also click on either Destiny Quest (where you can click on ‘the top 10 books,’ ‘resource lists,’ and ‘new arrivals’) or Destiny Discover (where you can look through lists – covers included – of audiobooks, ebooks, learning links, recently added books, and popular titles). TLs Library Page (I love that this exists): I found this inspiring – it’s absolutely something I would like to create if/when I become a TL. She has compiled a lot of information in her blog. On the main page you can look at information for Canadian Children’s book week, look at upcoming virtual author visits (though these hadn’t been updated in a month), find book reviews, and access links to prominent author sites/videos. With a dropdown, you can access additional resources (storytelling/reading, Battle of the Books, Heritage Fair, ADST, Genius Hour, and numeracy), curriculum links by grade, and contact information. It’s clear to me that this TL supports the teaching staff / students at this school. 3. Is there virtual access 24/7?Yes!4. Are names of staff made available? Contact information for the school? Does the school have a TL? LA? Other staff? Yes, names are available, contact information is given, and the school has a part time TL and part time LA. 5. Is there centralized support? Yes – our district has centralized library support. 6. Is there a vision statement for the library available online? Yes - “The library at J.R.E.S. is a place of inquiry and innovation where collaboration is a mindset and a way of learning for students and staff.” Module 7: Planning to LeadThis activity will allow you to showcase the resources and information you have gathered during this course. The Teacher Librarian Handbook assignment was designed to provide you with a first-hand experience at curation and developing an easily accessible and personalized information system. As you gain experience in your new role, and as the teacher librarian profession further evolves, you may not need to rely on this resource as much. But right now, knowing that you can easily access the information you need should provide you with valuable support, confidence, and direction in your beginning job as a teacher librarian.In this module you will have the opportunity tosynthesize your course learning and assemble resources into the final version of your Teacher Librarian Handbookreflect on your coursework and relate your future plansself-evaluate your Teacher Librarian Handbook and share it with classmates to gather their prescriptive feedback41. Extras- Picture Books to Support BC’s Core CompetenciesRecommended Resources to Support Teaching Social StudiesSOGI Updated Curated ListLink: HGEC Library Learning Commons Curated List of SOGI Books for K-12 Schools Catalogue: media.sd73.bc.ca Includes lists of: - picture books to discuss family diversity, - picture books to discuss gender stereotypes, - picture books to discuss gender identity, - fiction books for intermediate/middle grades sexual orientation theme/gender identity theme,- graphic novels,- fiction books for secondary students,- non-fiction books for young adults, parents, and educators, - digital databases, and - other recommended book listsInformation for booking author visits in SD73 (K.Bond)Reference: Bond, K. “Author Visits.” Author/Illustrator Visits and Alternatives Discussion Post. Queens University Course: CONT997. Accessed on June 4, 2021.Children's Writers & Illustrators of BC Artist Booking List??Things?to Keep?in?Mind:?Age?and reading level of audience?- is this presentation?appropriate for your intended audience??What is the?goal?for or?purpose?of the presentation??Behaviour?expectations and appropriate questions?discussed?prior?to?visit?Length of presentation -?is a?break needed?between presentations??Venue?-?where?will the?presentation be held in the school??How much room?is required??Equipment?(AV, art supplies, podium,?refreshments)?and?who supplies?what, and?associated costs.?Opening remarks?and welcome?–?who?will do this??Visible?display?of books?by your guest?Will they bring?books or?items to sell??What is the?cost??What type of?payment?do they accept? Pre-order from local book vendor?Interaction?with students?and?what are their?parameters??(i.e.?-?autographs, photo opportunities, will they?be available to?look at or read student works)??Invite?local?press?or media, school trustees?to?presentation.?Transportation?– costs associated with author’s visit, do they need transportation to and from venue to airport, bus, rental car agency, etc.?Is a?criminal record check?required?by your District? If yes, give your?guest?ample notice to?acquire and?provide this?information.?Contact information?- make sure you share contact?information and have theirs in case they get lost, are running late, or do not show up!?Directions?– do they know how to get to your?venue.?Are they familiar with?the?area???Parting?gift?of appreciationAuthor Booking Services:Canadian Society of Authors Illustrators & Performers?Canadian Writers & Illustrators of BCMore Useful Links:?“At our school district's annual Young Authors Conference, there are often opportunities (pre-Covid) for authors or illustrators to do school visits at a reduced cost (because travel is covered by Conference).? As well, this conferences sometimes coincides with Canada Book Week and TLs can apply to have an author/illustrator do a school visit and this cost is often shared by the district and each school” (Bond). ................
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