Making School Libraries (Evan) Better: OLA Super Conference session1203 Fe…

How to Make School Libraries Work (even) Better

Jeanne Conte (PDSB) Ruth Hall (TDSB) Phillip Jeffrey (HWCDSB) Cindy Ma=hews (TDSB)

Session 1203, OLA Super Conference February 1, 2013, 2:10 pm

How to Make School Libraries Work (even) Better

R David Lankes, University of Syracuse

2012 Changing Times; Inspiring Libraries Summit in Vancouver BC. -‐ Video clip, Pt 3, “Libraries as Knowledge Centres”

The redevelopment of National (school library) Standards to support the achievement of 21st Century Learners. http://tmcanada.pbworks.com/w/page/52576233/TM%20Canada%202012

Began in 2011/12 school year ; con[nuing in 2012/13. Report in May 2013?

Approaches & Focus :

•  Strategic -‐ Learning Commons and its role in Student Achievement;

•  Iden[fica[on of Shi_s, Efficiencies, Best Prac[ces;

•  Sharing and Suppor[ng Best Prac[ces

Library Review Process Transformations Towards the Learning Commons : Identifying, Sharing and Supporting Best Practices

Learning Commons and its role in Student Achievement • Within the Literacy System Goal of the HWCDSB ‘s Board Improvement Plan (BIP)….

• “ 2.4 : Develop the Learning Commons in each school to promote and teach inquiry-‐based learning through cross-‐curricular connec[ons, mul[ple literacies, digital learning, and collabora[on (connected to the Ontario Catholic School Graduate Expecta[ons)”

•  TL’s leadership role in the school includes being part of the School Improvement Team… par[cipa[on in TLCPs, modeling technology use and integra[on, collabora[ve program planning, etc.

• Student Improvement (Support ) Visits – provide opportuni[es for sharing prac[ces; Principal’s suppor[ng role iden[fied. HWCDSB

Shifts, EfRiciencies, Best Practices…1 SCHOOL LIBRARIES TO LEARNING COMMONS (From Working Document – “Shi_ing Our Focus”)

From responsible ci[zenship to → include responsibility and ethical use of digital resources and tools

From stagnant spaces to → virtual spaces with 24/7 access which means equitable access for all

From sta[c collec[ons to → dynamic, online, mul[-‐modal collec[ons which promote mul[ple literacies

From closed spaces to → open, flexible, welcoming spaces which are hubs of the school and central to deep learning and inquiry

HWCDSB

Shifts, EfRiciencies, Best Practices…2 LIBRARY PROGRAMMING (From Working Document – “Shi_ing Our Focus”) •  From tradi[onal ac[vi[es to → engaging tasks that reflect the learning needs and modali[es of today’s learners • From isolated project-‐based assignments to → rich research, student-‐generated inquiry connected to the Big Ideas of curriculum • From teacher-‐directed to → student-‐directed inquiry, explora[on and discovery • From technology in isola[on to → integra[on of technology for innova[on, crea[vity and to especially enhance student engagement • From management of collec[ons and facili[es to → a focus on teaching and learning that impacts student achievement HWCDSB

Shifts, EfRiciencies, Best Practices…3 Reading Engagement… aligned with SIPs/TLCPs… going beyond the TL’s ‘Resource role’… Reading responses … (Through interac[ve and mobile compu[ng features of the Des[ny Library System in all schools) … Students are Ra[ng books… Sharing responses/Reviews with ‘Friends’… opportuni[es to teach Digital Ci[zenship…Social Networking …

Guided Inquiry… developed collabora[vely in wikispaces, shared by TLs , project-‐based and linked to curriculum expecta[ons and current teaching prac[ces…

System –sponsored Guided Inquiry. The Bruce Trail Project (Sept to Oct 2012)

HWCDSB

Sample Indicators …

• There is evidence of student inquiry and staff collabora[on through research projects in the Learning Commons. Ac[vi[es include the use of new technology as well as print resources to meet cross-‐curricula expecta[ons.

• Evidence of a collabora[ve culture were a variety of media has been created and u[lized to enhance student learning.

HWCDSB

SUMMARY & NEXT STEPS

• Con[nue to posi[on the transforma[on to Learning Commons as a strategic process… where the TL is a change agent. • Finalise the indicators for measuring the successful implementa[on of the Learning Commons in schools. • Increase and deepen Inquiry-‐Based and Collabora[ve Approaches to Align with Ministry’s philosophy. • Model the use of Technology to engage students in literature ac[vi[es.

HWCDSB

Expected Practice Series

“how can we create an environment that con[nuously fosters learning innova[on and high quality teaching in our schools”

FRAMEWORK Ontario School Library Association

Information StudiesKindergarten to Grade 12

Curriculum for Schools and School1999 Library Information Centres

CollaboraEve Environments for

Teaching and Learning

Teacher-‐librarians are in a strategic posiEon to support and implement Board and School Improvement Plans,

and to embrace and promote Vision of Hope ini[a[ves

through a school-‐wide and collaboraEve approach to

student literacy and student achievement.

L&LC, K to 12 Expected Prac[ce Document

Linking Inquiry to the Achievement Chart

Assessment in the Library Inquiry is in all subjects Of the Ontario curriculum

Tools for Learning

ADD Virtual Library

Learning Skills & Work Habits

TDSB Virtual Library

Teacher-‐Librarian Roles

Teaching & Learning

Resource Management

School Leadership & Improvement

T4L components

mul[ple literacies

reading enjoyment

Differen[ated teaching & learning

Teacher-‐Librarian Roles

Teaching &

Learning

Implement ministry & board policies

Differen[ated teaching & learning

consistent instruc[on on inquiry

safe, dynamic learning environment

collaborate with classroom teachers

Build reading literacy

promote rich & diverse literary and informa[onal text

enhance learning through ICT

Connect students to school, public & community resources

Audience: •  Individual Prac[[oner •  School leadership team •  School Principal •  Central Staff •  Senior admin team

•  Annual Learning Plan •  Teacher Performance

Appraisal •  Library reports •  School Improvement Plan •  District Review •  Board Improvement Plan •  Ac[on research –

collabora[ve teacher inquiry

Collaborative Teacher Inquiry

 Ministry focus to drive new direc[ons in professional prac[ce

“When educators work together to inquire about their students’ learning and engagement, they embrace this complexity as an opportunity for further understanding rather than something to simplify (MOE. (2010). Collabora[ve teacher inquiry. Capacity Building Series, Secretariat Special Edi[on #16, 3.)

 Power of Collabora[on –working together to engage, not only our students, but ourselves as teachers who are also learners in inquiry related to our teaching prac[ce

CollaboraEve and Learning Networks

Collaborative Teacher Inquiry (PDSB)

 South Field Office –elementary TL’s –focus on tying their work to Growing Success and Together for Learning

 South Field Office –secondary TL’s–exploring impact that co-‐planning, co-‐teaching and co-‐assessing might have on teaching and learning

 Mississauga West Field Office –elementary TL’s & classroom teacher partners–collaborated with teachers to provide direct support related to TLCP work of their schools

 North Field Office –elementary TL’s–worked as a commi=ee in co-‐construc[ng rich tasks to support teaching and learning through the use of peer reviewed picture books

 ESL/TL Network –intermediate TL’s & ESL teacher partners –focus on suppor[ng ELL’s in small group and integrated classroom seqngs

CollaboraEve and Learning Networks 2011 -‐2012


Learning Goals:

 To facilitate collabora[ve prac[ce between intermediate TL’s and ESL/ELD teachers to support increased academic achievement of ELL’s

 To make connec[ons through adapted programs and culturally responsive resources to current ini[a[ves in schools, i.e. Collabora[ve Inquiry, current Ministry Equity Policy Documents, Growing Success, Together for Learning

 To explore rich tasks, differen[ated instruc[on, and current resources that support ELL’s academic achievement

ESL/TL Intermediate CollaboraEve Inquiry


Overall Structure (two days of release)

Day 1

 Morning of facilitated professional learning led by library coordinator, ESL coordinator & resource teacher

 A_ernoon devoted to planning an ac[vity to implement in schools that incorporates new learning and resources provided

Day 2

 Morning of facilitated learning going deeper with learning from Day 1 and making new connec[ons base on their work together

 Second half of morning and a_ernoon devoted to carousel format sharing of work and ac[vi[es students engaged in related to planning from Day 1



Supports:

 Board paid for release [me for one of the 2 partners (schools covered the 2nd) –ran over two years to extend learning and model gradual release responsibility

 Copy of teacher resource English Learners Academic Literacy and Thinking; Learning in the Challenge Zone by Pauline Gibbons (one per teacher

 Copy of picture book Mirror by Jeannie Baker (one per school)

 Copy of Together for Learning: school libraries and the emergence of the learning commons (one per school)

 Copies of nonfic[on picture book Canada from Above by Heather Pa=erson and copy of Maria G. Dove’s CollaboraDon and Co-‐teaching Strategies for English Language Learners in year 2


Collaborative Teacher Inquiry (PDSB) Feedback from Teachers:

 Grateful for opportuni[es to explore an “unlikely” partnership Teacher-‐librarian –”I don’t know why it had never occurred to me to collaborate with the ESL teacher; now it seems like a natural partnership”

 Grateful for the gi_ of [me to ini[ate the plan

ESL Teacher –”Once we had the ini[al planning in place, it was easier to find [me to meet to advance our plans and implement the work with students”

“Key to an exemplary school library program is the teacher-‐librarian’s ability to be an effec[ve teacher, providing educa[onal support and leadership through partnering and collabora[on, while finding opportuni[es for integra[on and cross-‐curricular connec[ons.” (Klinger, D.A., Stephenson, G., Deluca, C. Luu, K,. (2009). Exemplary School Libraries in Ontario. Toronto: Ontario School Library Associa[on.


Learning Commons CertiRicate Program (LCCP) Library and Learning Resources & Interdisciplinary Studies Department, Toronto District School Board

Blended Learning format for professional development

Reflect

Self-‐directed learning

Purposeful framework

Guiding quesEons

Register, Read, PrioriEze, Plan, Engage, Reflect, Share, Record, CerEfy.

Guiding Questions for shared reRlections in online community forum

Questions? Information? Jeanne Conte -‐ [email protected]

Ruth Hall – [email protected]

Phillip G. Jeffrey -‐ [email protected]

Cindy Ma=hews – [email protected]

RESOURCES: Brooks-‐Kirkland, Anita “Ac[on is Eloquence: Advocacy Advice for School Libraries”. SLIC 30-‐1 Collabora[ve Teacher Inquiry: Capacity Building Series. Ontario Ministry of Educa[on. 2010. h=p://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/capacityBuilding.htm

Crowley, John. Developing a Vision : Strategic Planning for the School Librarian in the 21st Century( Libraries Unlimited, 2011)

Questions? Information?

Jeanne Conte -‐ [email protected]

Ruth Hall – [email protected]

Phillip G. Jeffrey -‐ [email protected]

Cindy Ma=hews – [email protected]

RESOURCES con’t:

OSLA. Together for Learning. 2010. h=p://www.accessola.org/OLAWEB/Together_for_Learning/Welcome/OLAWEB/OSLA/Together_for_Learning/Together_for_Learning.aspx?hkey=844d0926-‐a451-‐4a8b-‐a004-‐413f8047cee5.

TDSB. The Library & Learning Commons, K to 12. Expected Prac[ce Series, Teaching & Learning Department, November 2012. TDSB. ICT Standards: Digital Learning for Kindergarten to Grade 12. 2011.

Making School Libraries (Evan) Better: OLA Super Conference session1203 Fe…

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