LLED 462 - Libraries as Spaces of Learning

 The Library Learning Commons is a "student centered learning environment." (UBC, Module 10) The space inside of the library will take on many forms it will be virtual, flexible and inviting. The job of the teacher librarian is to take steps to create this space. This is because we as teacher-librarians have the ability to create an empowering and safe space for all library users. This means working in tandem with classroom teachers to meet the varying needs of our student population. At the end of the day when I look at the library I work in I always remind myself that it is "everyone's classroom." (UBC, Module 7) The students needs and interests come first and I will do my part to be flexible and provide help to any classroom teacher that requires my assistance. 

By utilizing multimodal and design opportunities my goal is to allow students to explore their learning styles and create ways for discussions to happen in both the physical and digital space connected to the Library Learning Commons. For this unit I have decided to integrate the English Language Arts Grade 5 Big Ideas with the Applied Design, Skills and Technology Grade 5 outcomes. At the beginning of the year I had a number of teachers from Grade 4 to 7 inquire about Lit Circles and Battle of the Books. I hope that this unit will be useful for me as well as my colleagues. As I am currently working on a mini Lit Circle unit with a Grade 5/6 teacher I will be able to draw on experiences and come up with ideas on how to improve the unit. To add multi-modal and design opportunities to the unit, students will be utilizing multiple online applications such as Padlet, Flipgrid and Canva.  These collaborative units will be student centered and thus utilize the 4 Principals of Student-Centered Learning. The space in the library will be safe and welcoming. Through conversations and choices students will be able to explore books and topics that interest them. Finally by utilizing multi-modality and technology students academic and social needs will be taken into account. The article Technology Supported Early Literacy Learning in Multilingual Community Preschool by Monica McGlynn-Stewart is a perfect example of student centered-learning. "Children [in the study] were able to choose which books to use, whether to work with peers or alone, and how they wished to engage with the books and technology." (p.703) Also, "children's interests, experiences and backgrounds were valued in the classroom and became key components of educators' planning." (p.703) The engagement which arises from utilizing students voice, choice, space and place is undoubtedly elevated. I will keep this in mind when planning and co-planning my own units I hope to utilize a model which is flexible to the needs of the students I am working with.

(TeachThroughtStaff)

English Language Arts 5 

(BC Government)

Each Big Idea will naturally be integrated into the literature circles unit. This is because students will be sharing their perspectives both in person and online. By the end, students will be able to utilize the book creator app to either recreate their favorite scenes, create new endings to stories or re-write parts of stories. Thus utilizing their imagination and creativity. Students can cover a variety of content such as perspective taking, oral language strategies, metacognitive strategies and the writing process. Specific curricular competency which will be discussed include: 

Comprehend and connect (reading, listening, viewing) 

• Apply a variety of thinking skills to gain meaning from texts
• Use personal experience and knowledge to connect to text and develop understanding of self, community, and world
• Respond to text in personal and creative ways

Create and communicate (writing, speaking, representing) 

• Exchange ideas and perspectives to build shared understanding
• Use writing and design processes to plan, develop, and create texts for a variety of purposes and audiences

(BC Government)

Applied Design, Skills and Technology 5

(BC Government)

Recently our district has underwent upgrades to our technology and devices. This includes updating computers and ipads. With more technology available for student use, it becomes easier to utilize web and digital application. This can not only improve students digital literacy but introduce them to new ways of thinking and creating. As a teacher-librarian when choosing webtools it is important for me to remember that "understanding the conceptual ideas around a tool is just as important as the tool itself" (UBC, Module 8). It is also necessary to take into account the unique needs of my school, staff and community. Currently our school goal revolves around inquiry and reading, keeping this in mind I am working on collaborating with teachers on literacy units which utilize storytelling, questioning and technology. Monica McGlynn-Stewart that introducing students to technology will undoubtedly lead to "experimentation and problem solving," (p.703) both of these are vital to the applied design, skills and technology curriculum. Specific curricular competency which will be discussed include: 

Applied Skills

• Use materials, tools and technologies in a safe manner, and with an awareness of the safety of others, in both physical and digital environments
• Identify the skills requires for a task and develop those skills as needed

Applied Technologies

• Use familiar tools and technologies to extend their capabilities when completing a task
• Choose appropriate technologies to use for a specific task
• Demonstrate a willingness to learn new technologies as needed

(BC Government)

Padlet

How to use Padlet for Students

Padlet Tutorial for Teachers

A huge part of Literacy Circles is asking and responding to questions. Although this is often done in person I have decided that to adding an element of online to the practice. When it comes to differentiated learning and teaching, I have had students who struggle with writing and coming to school with a physical piece of paper and their work completed is one of the most difficult tasks. Not to mention the amount of times homework is forgotten at home. To compensate for some of these issues and add an interactive online element I have decided to introduce students to Padlet. "Padlet is a simple tool for sharing content in what might simply be described as an online noticeboard," (Iona, p. 22) it's simplicity and user-friendliness is why I have chosen to use this networking tool first. The virtual sticky are appealing to look at and easy to scroll through. When using Padlet we also have "the option to allow or restrict and comments and 'reactions'. If you want to encourage students to engage with the content and one another, then you can set each board to either allow or deny the addition of comments." (Iona, p.22) In the example below I have decided to present all of the books being read for literature circles in one Padlet. I did this because it made it easier for me to monitor one webpage where discussion is happening instead of several. However educators might wish to create a separate Padlet for each literature circle book. If students are not sure which book they want to choose for literature circles this could be a great way to share video book talks of the chosen books. In the example below students will have the ability to respond to the questions asked as well as read answers their classmates have written. O'Connor reminds us that "as projects are completed, students are expected to collaborate and communicate feedback on a classmate's work". This expectation is for our digital learners to demonstrate their ability to be digitally safe, kind, responsible and savvy." (p.20) Thus, this virtual discussion space can also help build digital citizenship skills, students are required to understand that everything they write is moderated by their teachers and that they are meant to be thoughtful and participate appropriately.

Flipgrid

Flipgrid Tutorial for Teachers

Flipgrid Tutorial for Students

Flipgrid is a networking application which will allow students to engage in social discussions. As "a social learning platform [it] enables educators to ask a question and students to respond in video" (Snelling, p.4) format. Another unique feature is that students can also use Flipgrid to respond to one another which creates a unique way of documenting a "web" discussion for our students. Teachers have stated that they rely on "Flipgrid to get students talking about what they are learning." (Snelling p.4) When it comes to some of our diverse learnings Flipgrid might offer a calm and safe environment where they can think about their response or maybe even write it down before recording. Students are also given the opportunity to re-record themselves which can be a huge relief for anyone with anxiety. In a classroom we often hear the same few confident voices. The truth is that there can be a lot of social pressure and stress with formulating an answer during a small group or full group discussion in class, however with Flipgrid students are given the wait time to naturally formulate an answer. The oral aspect of it is also a great way to differentiate for students who have difficulties with writing. Overall the platform allows students "to listen to others and [in turn] give thoughtful feedback." (Snelling, p.4) Similarly to the Padlet website Flipgrid can be used by educators during Literature Circles to pose questions to their students. 

Canva

Learn Canva

Canva is a "one stop online graphic design" (UBC, Module 8) website. I personally enjoy using Canva when creating worksheets for students. "Canva is an app or web-based graphic design and photo-editing program with a drag-and-drop interface that makes it a cinch to design whatever you want in a visually appealing way." (Snelling, p.3) In the example below I have created an example of a book report that students could complete to summarize their learning from their Literature Circle book. When it comes to choice teachers can give students a variety of options on the criteria page, thus students will not have answer all of the questions. Instead students could choose a minimum of 5 things to include in their book report from a list such as: 

• Setting
• Theme
• Summary
• Final Thoughts
• Characters
• Quote
• 5 interesting facts about the author
• Why they enjoyed the book

By utilizing a digital application students who struggling with physical printing will have the same advantage as students who as proficient with printing. Canva has the ability to make all students work look professional. The large amount of images and templates help to keep students motivated and interested. This online tool has the power to enrich students imaginations and craftsmenship. 

Canva Example

Inclusivity & Diversity

ADST has a naturally multi-modal nature. When we start thinking about literacy, especially in the intermediate years our students are often completely assessed through their writing. This is not appropriate especially when we take inclusion into consideration. However by integrating technology into our Library Learning Commons we allow "learners with diverse needs and preferences, a range of options with regards to literacy processes and products - options that are fundamental to differentiated teaching." (Oakley, p.160) It is of utmost importance that we help to create future-ready students who are "creative, self-directed critical thinkers, conversant with both technology and collaboration." (Altobelli, p.10) Digital technology has the ability to break down barrier when it comes to different ability levels and knowledge. However, whenever utilizing technology we also have to be careful and remind ourselves about equity and equality. When the pandemic hit there were many families who did not have technology or only had access to a limited amount. Thus technology is involved we have to understand the playing field is not always leveled. Yet, students who have apt at technology use are often the first to volunteer and help others, this creates wonderful leadership opportunities in our classrooms. "Digital technologies can also facilitate collaborative, active construction of meaning for real (authentic) purposes, tapping into social relationships and encouraging student talk which" (Oakley, p.160) is an aspect of student-centered activities and necessarily in the promotion of inclusivity. Finally by utilizing universal design in the library we are able to "de-emphasize ideals of pull-out models of instruction and segregation of special needs students."

When choosing books for Literature Circles I think it will be important to "use resources that reflect diversity." (Milton, p.136) Altobelli mentions that "When students look around their schools and libraries they need to see their diversity, their intersectionality and their richness of their personal stories – in print and online." (p.11) When it comes to literature circles there are lots of educators who consistently stick to the classics, which is not inherently a negative thing. However, by adding in a new, currently relevant book into the mixture students will be open to other perspectives. When choosing books we need to consider lenses that are not our own, because they are just as valid and important. Another way to promote inclusive readership is to include different types of reading material such as graphic novels. We can also increase inclusion and differentiation through the use of technology, especially for students who struggle with reading activities. A free application I have utilized in the past is Libby. By using Libby you are able access books from the public library. This includes not only digital books but also audiobooks which can be helpful for students with lower reading levels. 

Libby

References: 

Altobelli, R. (2017). Creating Space for Agency.Links to an external site. Knowledge Quest, 46(1), 8–15. 

BC Government. (n.d.). English Language Arts 5. Retrieved from https://curriculum.gov.bc.ca/curriculum/english-language-arts/5/core

BC Government. (n.d.). Applied Design, Skills and Technologies 5. Retrieved from https://curriculum.gov.bc.ca/curriculum/adst/5/core

O'Connor, Mary Lou. “Now Serving: AN APPEALING MENU OF DIGITAL LITERACY TOOLS & RESOURCES.”Links to an external site. Knowledge Quest, vol. 47, no. 5, 2019, p. 16. 

Iona, J. (2018). Padlet. School Librarian, 66(1), 22. Retrieved from: https://courses.library.ubc.ca/i.KtbRFRLinks to an external site.

McGlynn-Stewart, Monica, et al. “Technology Supported Early Literacy Learning in a Multilingual Community Preschool.”   Download Technology Supported Early Literacy Learning in a Multilingual Community Preschool.”Education 3-13, vol. 47, no. 6, 2019, pp. 692–704.

Milton, Marion (ed.)  & Oakley, G. (2017). Engaging students in inclusive literacy learning with technology.Links to an external site. Inclusive Principles and Practices in Literacy Education, Emerald Publishing Limited. (pp. 159-176).

TeachThoughtStaff.  (December 10, 2017). "4 principles of student-centered learning." Teachthought.  Retrieved from: http://www.teachthought.com/learning/4-principles-student-centered-learning/ 

Snelling, Jennifer. 18 tech tools librarians need now: student-tested and approvedLinks to an external site.. School Library Journal, vol. 65, no. 12, 2019, p. 14. 

UBC (2021). Module 7: The Teacher Librarian as Educational Lead(er): Supporting Networks and Partnerships in the Library. Retrieved from Canvas: https://canvas.ubc.ca/courses/79726/pages/module-7-the-teacher-librarian-as-educational-lead-er-supporting-networks-and-partnerships-in-the-library?module_item_id=3571946

UBC (2021). Module 8: Supporting Literacy with Learning Technologies: Web Tools. Retrieved from Canvas: https://canvas.ubc.ca/courses/79726/pages/module-8-supporting-literacy-with-learning-technologies-web-tools?module_item_id=3571947

UBC (2021). Module 10: Supporting Diverse Learners and Creating Opporunities in the Library. Retrieved from Canvas: https://canvas.ubc.ca/courses/79726/pages/module-10-supporting-diverse-learners-and-creating-opportunities-in-the-library?module_item_id=3571948