Vision of the Future
At the beginning of this class my mind was buzzing with ideas. I has also just been offered a position as a Library and would be starting in September. This meant I had to have it all figured out right? I had to walk in there be ready to teach, curate and collaborate. I was excited, but also nervous. So I decided to help calm my nerves I would focus on what I was excited about focused on what I was excited about, things that I loved to which include collaborating and building resources. In my initial two blog posts Reading Review A and Reading Review B. I mentioned how digital literacy and information literacy have become so important and vital to our students. As Richardson states "The world has changed — and continues changing — rapidly and radically when it comes to the ways in which we can learn, and what knowledge, skills, dispositions, and forms of literacy our children will need to flourish in their futures." (p. 53). As internet use becomes the most popular form of communication the reality is that multimodality and multiliteracies are necessary in the classroom because this is how students are learning outside of the classroom. Our job as educators then is to create a space where media and digital literacy is just as valid and important as traditional literacy. This is because "we now live in a world of abundance, where if we and our kids can’t do that stuff, we and they won’t be as successful as those who can." (Richardson, p.177)
In his book Richardson urges us to move away from simple pencil and paper worksheets and instead have our students do something with the knowledge they are acquiring. In my opinion the key to this is technology. Throughout my time in the classroom I have had my student engage in many research projects, I have also encouraged them to choose topics that interest them in hopes of encouraging exploration and inquiry. From using Google searches, GoogleClassroom, OneNote, MicrosoftTeams, Powerpoint, Flipgrid, iMovie and Padlet I have encouraged students to use technology in multiple forms and multiple ways. This is why for my digital artifact I choose to try out a new type of technology which would be useful to me as a Teacher-Librarian and could also be used in classrooms for research, inquiry and teaching. After searching through some blogs and websites I came along Symbaloo which is a website that allows you to easily share bookmarks to websites and thus share online resources seamlessly. A teacher librarian shares that she uses the Symbaloo website to create webmixes which contain a variety of useful links and tools for her learning community which is shared "through emails, teacher newsletters and social media profiles." (Symbaloo) By creating a webmix using Symbaloo I would be able to share digital links with teachers which is vital for our modern day classroom. Currently our school uses the Destiny Library Management System which allows for us to curate book collections. The Leading Learning document which was put together by Canada School Libraries states that is is necessary for the library learning commons to become the "nerve center of the school" (p.6) I believe that giving students and teachers access to the physical and digital resources will build help build richer discussions in the classroom. In my own personal experience while unit planning I have utilized a mixture of materials. Symbaloo offers an easy to share and use platform to keep track of digital material. I can see this being useful while collaborating with teachers since it can help me keep track of the online material I have already used.
The revised BC curriculum places a large emphasis on making sure to include indigenous ways of knowing throughout a variety of subjects. It is essential for us to consider which resources are on our bookshelves an in our classroom. In the past we might have emphasized "including Indigenous content (information about Indigenous Peoples) without necessarily considering who created the materials, thus the inclusion of Indigenous content was prioritized over the representation of Indigenous perspectives.” (Davidson) Authenticity and representation is so essential for our students learning. This coupled with the understanding that diversity is also present in Indigenous communities shows are students that we are able to value different knowledge.
(FNESC)
As our classrooms become more diverse than ever before it comes incredibly important for us to become culturally responsive teaching. By building relationships with our students we are in turn able to meet their needs and "create an inclusive inquiry-based learning atmosphere, where all students have the opportunity to share and learn from each other" (Hamm, para.4) However, diversity does not just come from different backgrounds it means we also must cater to the needs of a wide array of abilities and interest levels. We create an environment where all of our students are able to succeed. Differentiation is about recognizing the uniqueness of all students." (UBC, Module 7) For me as a librarian to meet the varying needs of my students I must offer a wide array of materials, from websites, videos, picturebooks, novels and graphic novels. First hand accounts could even include podcasts, interviews or journal articles. After all resources are an essential part of inquiry. By creating a curated list of physical and digital resources students can start inquiry projects by choosing material that is interesting to them. Teachers could also use some resources for read alouds or create stations where students explore resources on their own. The Graphic Novel's and Chapter Books could be used for literature circles. Teacher-librarians work to make sure that there a balanced array of resources available, they work with their staff to teach students how to access and assess resources to make sure they are both credible and reliable.
The Key Elements of my Vision Include:
1. Including Digital Literacy and Technology in the Classroom
- I plan to continue to share and promote new technology to my school community
- I will hold Lunch and Learns to introduce teachers to new technology
- I will assist teachers in teaching students Online Safety and Digital Literacy
2. Curating resources to promote Collaboration
- I will help my staff by creating a welcoming environment in the library
- I will be pro-active in searching out opportunities to collaborate and check-in with staff at the beginning of a term to see which units they are teaching
- I will be pro-active in creating lists of resources that meet the needs of my teaching community
- I will communicate new resources to my learning community through e-mail, staff meetings or a newsletter
3. Promoting Learning through an Inquiry Based Model
- I will co-plan and co-teach with my colleagues
- I will promote Inquiry techniques in teaching and assessment
- I will help teachers choose resources that promote inquiry
Digital Artifact: Symbaloo webmix for Residential School Topic. There are a number of different types of resources included and they have been specially separated it make it obvious that some are the same type while others are different. The symbaloo link could be shared with staff in an e-mail. Orange Shirt Day is on September 30, this list could help teachers who are teaching about Residential Schools in Social Studies, Current Events or Storytelling for Language Arts. Another way to share the resource link would be at a staff meeting. To continue to promote collaboration culture and networking I also think holding a Lunch and Learn to showcase how to use the Symbaloo platform could be helpful to teachers. Teachers could also send me any further resources or links that they have been using which can be added to the Residential School Symbaloo before. I enjoyed using the platform because it kept is easy and simple to keep everything together and saved in one place. I think teachers will also appreciate this aspect because it will save them time from looking for resources, tab lists or through old e-mails to find a list of useful resources. Symbaloo has allowed me to create a living document which can change, be updated and meet the needs of staff and students in my school.
The following is a list of resources that I have included in my Symbaloo webmix.
Teacher Resources:
https://www.indigenousstorybooks.ca/ - This website provides a list of vetted
stories for use in the classroom. They are located in the “Resource” section.
https://www.bctf.ca/AboriginalEducation.aspx - List of Indigenous resources with links from
the BCTF.
https://www.strongnations.com/ - An Indigenous owned and operated online book
shop, gift shop and publishing house. All resources published under their label
are made in Canada.
https://greatspirithand.com/ - This resource was developed by Mission
Schools and Elders and Residential school survivors. The website has many
digital, audio and video resources available in both languages.
http://digitalsqewlets.ca/sqwelqwel/index-eng.php - This site highlights the journey and origins
of the Sq’ewlet Peoples. There are a number of picture and video resources. The
“Our Voices” digital resources tell of oral histories and stories that are
shared by community members.
http://www.fnesc.ca/grade5irsr/ - The following resource can be useful for Grade 5 teachers who are teaching about Indigenous Residential Schools in Canada. The FNESC website states “The FNESC/FNSA Indian Residential Schools & Reconciliation Gr. 5 Teacher Resource Guide is designed to help grade 5 students attain an understanding of the history of the relationship between Indigenous and non-Indigenous people over Canada’s history and engage young people to take part in the journey of reconciliation.”
Picture Book Resources:
Story Read Aloud: https://youtu.be/Sdi6eCrfzlY
Weaving a Pouch example video: https://youtu.be/8QOXQuLVzQ
As Shi-shi-etko prepares to
leave for residential school, she reminisces about the things she will miss
about village. She visits nature spots and special places reliving the memories
she had experienced in these spots. Instructed by her grandmother, Shi-shi-etko
works to create a memory bag to help her remember her home. However she decides
on to take the bag with her and instead buries it under a tree to keep it safe.
After reading this book students can craft their own memory bags, which could
even be made using first nations weaving techniques. After students can choose
items they would put into their memory bag. Students can present their items to
their class and explain why they choose the items and what memories they bring
up.
Story Read Aloud: https://youtu.be/iTDJdJYIdHM
Full Film: https://youtu.be/rhNV9hnXAJQ
“Shin-chi’s
Canoe” is a companion picture book to “Shi-shi-etko” This story introduces
Shin-chi who is Shi-shi-etko’s brother, the story from his perspective
showcases the children being driven away to school in a cattle truck. His
sister reminds him of the things he must not forget since it will be a long
time before he can see his family again. At residential school his days are
regulated and restricted. However Shin-chi is able to find comfort in the river
and the small cedar canoe his sister has given to him.
Story Read-Aloud Video: https://youtu.be/_mJ7GbDfkkw
“When I was Eight” is the picture book version of “Fatty Legs”. Both are based on a true story of an 8 year old Olemaun whose name means the stubborn stone that sharpens that half-moon ulu knife used by our women. She is convinced she wants to attending residential school and is interested in learning how to read so much so that she will even leave her family behind. Finally her father lets her attend. At residential school our protagonist is given a new name, her hair is cut off and given uncomfortable clothing. She was renamed Margret and made to do chores, go to church. Despite the constant tormenting Olemaun was still determined to learn how to read.
Jordan-Fenton, Christy, et al. Not My Girl. Annick Press, 2017.
Story Read Aloud: https://youtu.be/1x36DPwsCA0
“Not my girl” is a sequel to “When I was Eight”. After 2 years of being at Residential school our protagonist Olemaun excitedly returns home. However her mother does not embrace her as warmly as the rest of the family. Instead she looks at Olemaun and says “Not my girl”. This strange, skinny child with chopped hair is not her daughter. She had forgotten her language, and her skills for hunting and fishing, without the ability to help her family Olemaun feels like a stranger. Slowly Olemaun relearned words and the way of her people, she is able to eventually able to re-enter into her family’s Inuit world.
Robertson, David, and Julie Flett. When We Were Alone. HighWater Press, 2016.
Story Read Aloud: https://youtu.be/1ExGDcnPH38
A curious young girl learns about her grandmother while they tend to her garden together. She notices that her grandmother always wears colourful clothing, wears long hair, speaks Cree and spending time with her family talking and laughing. The young girl asks her grandmother why. Through this story the grandmother is able to teach her granddaughter about a difficult time in history. The story is a moving tale about Cree heritage.
Florence, Melanie, and Gabrielle Grimard. Stolen Words. CELA, 2018.
Video Read Aloud: https://youtu.be/GJxpzyVRc7w
“Stolen Words” is a story about a girl who tries to help
her grandfather regain his language. When asking her grandfather how to say
something in – Cree – he admits that he is unable to because his language has
been stolen from him. The story explores the intergenerational impact of
residential school as well as the pain of those who have had their culture and
language stolen from them.
Video Read Aloud: https://youtu.be/p2MP5ioGHAc
Irene is 8-years-old she has been removed from her family
and taken to residential school. She is told to use a number instead of her
name. Her dehumanizing experience at residential school makes her feel
confused, frightened and terribly homesick. When she finally returns home for
summer holidays her family decides to hide their children. This story sheds to
like the real and scary truth of how children were forced to leave their
families and how it was even against the law to not send your children to residential
school.
Joe, Rita, and Pauline Young. I Lost My Talk. Nimbus Publishing Limited, 2021.
VIdeo: https://www.youtube.com/watch?v=RJByYl9HO3M&ab_channel=CrimeBeatTV
Residential school took Rita's language away, in this book we see how she is using her poetry to take her "talk" back. The illustrated pictures teach about a darker time in Canadian history and is an effective teaching tool for younger readers.
This illustrated picturebook is a response to "I Lost my Talk" and they were simultaneous published together. The poem is honest and reflecting of the process Indigenous people have gone through due to the destructive effects of colonialism.
Downie, Gordon, and Jeff Lemire. Secret Path. Simon & Schuster, 2019.
Website: https://secretpath.ca/
Robertson, David, and Scott B. Henderson. 7 Generations. HighWater Press, 2010.
Chapter Books:
This novelized version of “When I was Eight” lets us learn more about the 8-year-old Olemaun. After badgering her father she is finally able to attend residential school. However a particularly nasty and mean nun has it out for her. She locks her in the cellar, gives her bright red stockings. The book showcases Olemaun’s determined and positive nature as she meets her goal of learning to read and fights against the bullying she endures.
Jordan-Fenton, Christy, et al. A Stranger at Home. Annick Press, 2011.
“A stranger at home” is a sequel memoir to “Fatty Legs”. After attending residential school for two years our protagonists returns home however she is marked as an outsider. While away she has forgotten her cultures stories, language and can’t even eat the food her mother prepares. This first-person account showcases the story of a girl who is learns the importance of staying true to herself and finding a sense of belonging
Sterling, Shirley. My Name Is Seepeetza. Groundwood Books, House of Anansi Press, 2019.
This honest account of life inside residential school takes place in the 1950's and in British Columbia. The 6-year old Seepeetza is taken away from her family. Due to being written in a diary format the book offers week at a glance snippits into her life. Although life at school is not easy Seepeetza's thoughts of home get her through tough times.
A Proud Lineage - https://youtu.be/Mc_lnLBwvpo
The following short video titled A Proud Lineage is told from the perspective of a Squamish Nation
Elder. She describes her unique family history and shares memories of
Vancouver.
Squamish Nation Stories from the Heart – https://youtu.be/V87R7STwk1M
The following 6 part documentary series was created by
the Squamish Historical Society. The series showcases the Squamish Nation from
the early 20th century to the present. There is original footage
along with archival footage, family photos and personal stories. All 6 videos
are located on YouTube and are about 15 minutes long.
References:
Davidson,
Sara Florence. “Evaluating Indigenous Education Resources for Classroom Use.” BC
Teacher's Federation, 2020, https://www.bctf.ca/publications/NewsmagArticle.aspx?id=56823
First
Nations Education Steering Committee. “Grade 5 Indian Residential Schools and
RECONCILIATION (2015).” First Nations Education Steering Committee FNESC,
24 Feb. 2021, www.fnesc.ca/grade5irsr/.
Hamm, by: Lyle, et al. “The Culturally Responsive Classroom.” EdCan Network, 10 July 2019, www.edcan.ca/articles/the-culturally-responsive-classroom/.
Richardson, Will. Why School?: How Education Must Change When Learning and Information Are Everywhere (Kindle Single) . TED Conferences. Kindle Edition.
Standards of Practice for School Library Learning Commons in Canada. Retrieved from: https://www.bythebrooks.ca/leading-learning-in-the-school-library-learning-commons/
Symbaloo. “6+ Ways to Use Symbaloo in the Classroom.” Symbaloo Blog (English), 27 Oct. 2020, en.blog.symbaloo.com/6-ways-to-use-symbaloo-in-the-classroom/.
UBC (2021). Module 7: Access to Inquiry for All Learners. Retrieve from Canvas: https://canvas.ubc.ca/courses/73686/pages/module-7-access-to-inquiry-for-all-learners?module_item_id=3029688
Usalis, M. D. (1998). The Power of Paint: Refurbishing School Libraries on a Budget. School Library Journal, 44(2), 28-35.
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