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
Collaborative Teacher Inquiry (PDSB)
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
Collaborative Teacher Inquiry (PDSB)
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
ESL/TL Intermediate CollaboraEve Inquiry
Collaborative Teacher Inquiry (PDSB)
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
ESL/TL Intermediate CollaboraEve Inquiry
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.
ESL/TL Intermediate CollaboraEve Inquiry
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.
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