Can't leave without something funny :)

Just might have to get one of these shirts :)
Have a great summer!

And on that note...

LIBE 467 has been another great course in my studies towards my Diploma in Education: Teacher-Librarianship. I have especially appreciated the practical nature of the course and the lessons and assignments we did. I am a more "seasoned" teacher and no longer wish to waste my time with "all talk and no action." This is not to say that I do not like theories or meaningful discussion, quite the contrary. I want to see those theories in action. I want to use them, put them into practice, and then come to my own conclusions about their appropriateness for my situation.

Before beginning this course, I had many questions about the reference section of the library I am inheriting in September. I wanted to know if we should be purchasing print encyclopedias, what good and reliable web-based references are out there, how much does all this cost, and how can I make it better. I'm not sure I have come to firm conclusions but I definitely have a strong base on which to build.

I now know I need to "live" with my library for a bit, maybe even the first year. I will be making some physical changes to the reference space and I will be introducing a research model to all grade 8 students in September, but other changes, especially with regards to acquisitions, will need to wait until I better see how the material is being used, and if I can change that.

Our final lesson readings concluded with a statement to help us evaluate our library program;

"Resource-based learning actively involves students, teachers and teacher-librarians in the effective use of a wide range of print, non print and human resources. Resource-based learning fosters the development of individual students by accommodating their varied interests, experiences, learning styles, needs and ability levels. Students who use a wide range of resources in various mediums for learning have the opportunity to approach a theme, issue or topic of study in ways which allow for a range of learning styles and access to the theme or topic via cognitive or affective appeals."

I think what is really great about this statement, is this is what we did in this class. We participated in resource-based learning. We used a range of print and non-print resources, we worked together, and we learned and demonstrated our learning in different ways.

I leave this course with a written outline of how I want to update and re-think my library's reference section. I have a 5-step plan that I have already started to put in place and am excited to continue in September. I also have the start of a great collaboration with my "change" teacher, Marlene. I am excited to keep working with her on her technology skills and then move on to introducing more resources into her lessons and assignments. I will be working with Marlene and her grade 8 social studies students in the fall and I know this will be a positive experience and a chance for me to put into practice everything I have learned.

Like all of my on-line learning so far, I am once again impressed by my class mates. I always come away with a list of references and resources, contacts at other schools, and a firm sense that I am not alone - probably the most valuable of the things I take away. Although I think I still prefer face-to-face communication and interaction, I enjoy "meeting" new people and being inspired by teachers new to the profession, even those who are still searching for a position. I have been so fortunate in my teaching career and I hope that comes across in the comments I make in our discussions. I truly love what I do and have never wanted to be anything else - probably partially because my mom was a school secretary and made working at a school seem like the best and most important job ever - which it is! I am so excited to move to this new area of teaching and I hope that I will be able to work with more staff and students so that my excitement can be contagious.

Thanks for a great course and experience!

Know your role...

All three of the courses I have taken towards my Teacher-Librarian diploma have had some form of discussion or lesson on the role of the teacher-librarian. It is an interesting topic, and one that seems to spark a plethora of answers, most of which leave the novice TL feeling very overwhelmed.

My school district does not have a set list of criteria or job description for this role. There is an outdated document that was created by non-teacher-librarians and without any consultation with librarians, that outlines some criteria for literacy within the district which seems to rely heavily on the teacher-librarians "making it all work." This document is basically ignored, and I didn't even know it existed until I went looking for district policies regarding the libraries in our district.

Having said this, I am always interested in how other districts define the role of teacher-librarian. The criteria from the Greater Victoria School District is one of the "nicer" lists I have seen.

THE ROLE OF THE TEACHER-LIBRARIAN IN THE GREATER VICTORIA SCHOOL DISTRICT

In the Greater Victoria School District, the teacher-librarian works in collaboration with the principal, classroom teachers, school and district staff to develop a school library program that supports, enriches and implements the instructional program of the school.

The responsibilities of the teacher-librarian encompass areas including program and instruction, learning resource management and leadership in resource-based learning:

PROGRAM AND INSTRUCTION

- participating as a teaching partner in helping teachers to address identified learning outcomes through a knowledge of resource-based learning

- working cooperatively with classroom teachers in order to assist students in developing skills in information retrieval and critical thinking so that they may become informed decision-makers and life-long learners

- promoting reading and language development and literature appreciation

- supporting the integration of instructional technology and media literacy and becoming familiar with current technological developments in information retrieval

LEARNING RESOURCE MANAGEMENT

- establishing and maintaining effective systems for the selection, acquisition, processing and circulation of resources

- managing the library facilities, services and budget in order that these may contribute to the stated goals of the school, school district and Ministry of Education

- cooperatively developing school library policies and procedures

- participating in an information network with district schools, the District Resource Centre, the public library and information agencies

- organizing and directing clerical staff, parent and student volunteers in the school library

LEADERSHIP IN RESOURCE-BASED LEARNING

- providing leadership and promoting strategies for the effective use of a wide variety of learning resources which support and extend the curriculum

- applying skills in evaluating and selecting learning resources to reflect the curricular, informational and recreational needs of the school and its learners

- participating in and contributing to school and district activities which advocate support for school libraries and resource-based learning

- promoting school library programs in the school and in the community

- seeking opportunities for personal growth in school librarianship and participating in collegial networks

- developing the potential of parent and student volunteers

The success of a school library program is dependent on the teacher-librarian being able to balance all of the above given adequate staffing, budget and facilities in accordance with the entire school program.

Developed by the Steering the Course Committee and the Teacher-Librarians of the Greater Victoria School District

I really like how I can see the topics we have covered in this course and the others I have taken within this list of "roles." - collaboration, research models, literacy, technology. I also liked the action terms like: providing leadership, applying skills, participating, contributing, promoting, seeking and developing. The list provided here is also very succinct. Although there is the big question - Where will I find the time to do all this? - the list of roles and responsibilities is not huge and is written in clear language.

I, like many others I think, probably had a laugh out loud moment when reading the last paragraph of the description, "The success of a school library program is dependent on the teacher-librarian being able to balance all of the above given adequate staffing, budget and facilities in accordance with the entire school program." Isn't that the truth! Isn't it also true that most of us have none of these things that the school board thinks is necessary.

Although the role description provided by Victoria is not indicative of my situation, I hope to make it so. I think this couples well with my own philosophies, goals and vision for my library. Although I do not have adequate staffing, budget, or facilities I am committed to making my library better. I cannot argue with points like "working cooperatively" with staff, "promoting school library programs," or "establishing and maintaining effective systems" to make my library run smoothly.

Now the internet is "invisible" too... yikes!

The article, "Invisible or Deep Web: What it is, How to find it, and Its inherent ambiguity" was interesting but also a little overwhelming. Not only do I need to learn what is "out there" on the web so that I can be informed and teach my students, but now I also need to know what is out there that I can't see!? I appreciated that the article taught me about why we can't see everything on the web and terms like "deep web" and "invisible web." The internet can be intimidating enough without thinking about what we can't see, but interestingly, the idea of the invisible web made me think more about what we can see.

I use Wordpress for my class blog and it keeps statistics for me. I can see how many "hits" I get each day and search engine terms that were used to find my blog. This has made me realize how visible I am on the internet. There are more than just my students finding my blog and my work. Does this matter? Should I make my blog more invisible? I'm not sure. I know I appreciate finding interesting things that other people, especially teachers, have posted so should I not return the favour?

I also wonder about my students searching too "deep" into the web. It has a very "Big Brother" feel to it. What will they find? Do they need to find things that aren't initially given in their searches? Is this a skill better taught if they decide to further their education and need better research for their papers? Or would it be better for them to understand this part of the internet right from the beginning, helping them to better evaluate web pages and the information found on them?

This all seems to link back to our beginning lessons on research models and my commitment to provide my students with better research skills.

Thinking about "Grey Literature"

I am currently in the process of "moving in" to the library and have been exploring cupboards and filing cabinets to see what I want to move, discard or leave alone. During this process I have come across two filing cabinets of clippings. I remember this type of library reference from when I was in school and honestly was not even aware that my school still kept clipping/pamphlet files. To qualify this, it appears the files have not been maintained or added to for many, many years. So my question is, do I just dump the lot or do I try to revive and refresh these files?

There are many important and relevant pieces of grey literature. I think about the pamphlets that I have created for programs or events but also those produced by local agencies like our Fraser Health Authority. These seemingly simple documents provide up-to-date information in an easily read and short format. They take up little space and are visually appealing. But do I need to store them in the library? And will anyone come looking for them there? It is quite easy to order this type of grey literature directly from the "source" and much of it is also stored elsewhere, like our student services, the Health Unit or other government offices. Do I keep things "just in case?"

Because I am not a hoarder, I find it quite easy to just say "toss it all." I don't see students or staff using this material, and I think I can use the space being taken up by filing cabinets to make my library more accessible and open. I also think that there may be a better way. Could I not gather some of this material on an "as needed" basis? Part of my "plan" for the library is to improve the collaboration between myself and the rest of the staff. I want to be more prepared for classes coming to use the library by providing organized access to on-line and print resources. I think it could be possible to include some grey literature acquisitions in this preparation. I could then pass the file on to the teacher after the unit is over. The teacher could use this material for future lessons or we could decide together if it is worth keeping and then store it in a vertical file system. I think that by working with the teacher, the material will more likely be used, or, if nothing else, at least the teacher and students will be aware it is there.

I personally like using grey literature, pamphlets, newspaper clippings, fact sheets,etc.. I feel that they are usually very current and updated and the layout works especially well with high school students - length being a key component here. I especially like the Statistics Canada information. The recent census provides interesting local and national information that I have used in Family Studies, Leadership and even English classes. I also like health related information. In English 11 my students read The Curious Incident of the Dog in the Night-Time by Mark Haddon. Before we read the novel we do quite a bit of learning about Autism and Aspergers. The fact sheets provided by Autism Speaks and other organizations help my students understand the fictional character in the novel, and also about the students in our school who have Autism.

I think blogs are another important source of information today. Although many are truly on-line journals, others offer reviews, comparisons, links to authoritative sources and they come in an interesting format that appeals to the generation I am teaching. I use a class blog as a teaching tool and communication tool. Students can link to assignments and notes they may have missed and can stay updated when they are absent. I also link to other teacher blogs, our school web site, and sites that provide relevant information for my units of study. In addition, I use blogs as a resource for my teaching. I can read reviews of novels, films, and other materials. I also find interesting links to sites and other blogs that provide up-to-date information to add to lessons and units.

I am still considering my original question - do I keep the existing clipping/pamphlet files in my library? I think I will begin by reviewing the files to see if there is anything relevant for units that I know teachers are doing but I definitely think I will end up recycling most of what I find.

On the topic of change...

Not really library related but one of those clips that inspires me every time - definitely worth sharing.

Excuse me, can you tell me how to get to.....

Nope, not Sesame Street, LOL. I have been thinking about the geographical references from lesson 9 quite a bit lately. Perhaps it is because it is summer and I tend to use a lot of maps this time of year. I have printed off maps for a self guided "Haunted Victoria" tour for a trip at the end of the month, how to get to Rodd Hill Lighthouse, where my hotel is in Victoria, how to get from my in-laws' home in Ladysmith to my great aunt's friend's home in Nanaimo and maps of the Circle Farm tours in the Fraser Valley. Obviously I use maps!

I am a visual learner. I remember the first few times my husband took me to Victoria I was completely lost. I had been there many times as a child but I trusted my father to get us where we were going and knew I wasn't going anywhere without him so I didn't need to know how to get anywhere. With my husband it was different. I wanted to know where I was but because he had lived there for four years in his university days he never took the same route twice. I complained so much that our friend bought me a map! Aha! What a difference. I could now get from McDonald park where my husband was umpiring, to UVic and back again. I could find our friend's apartment and the Michael's store I wanted to go to. It wasn't enough for me to be told the directions, I needed to SEE where I was going. I am also fiercely independent so a map is perfect. I don't need to ask for direction, I can find them myself!

So how does this translate to my role as the teacher-librarian and a reference resource. For me, it means I think maps, atlases, travel guides and other geographical references are important. I think map skills are just that, skills, like riding a bike, reading or swimming, they are necessary. Although most of my maps this summer have been found on-line I also have a collection of purchased maps for other destinations. Whenever my family goes on a "big" vacation I order our destination's "Visitor's Guide" which usually includes maps of the areas. These are important references for me. My students need to have these skills as well. They cannot rely on GPS's or other electronic devices because they still require map skills that need to be taught with a printed map resource.

I began my career as a social studies and English teacher but that has now evolved to English and teacher-librarian. I still use maps in my English classes. My grade 12's read The Kite Runner and The Life of Pi this year. Both novels involved locations that were unfamiliar to the students. We used atlases to map Pi's possible route as he was lost at sea and we followed Amir's travels from Afghanistan to the US and back to Pakistan. We looked at the map when many of my students were surprised by the snow in Kabul. Their understanding of latitude and longitude helped them put the story into perspective.

I think there is also a certain joy in looking at an atlas. There are so many amazing features and specialty atlases that are like works of art. It is fun to browse an atlas searching for places one has read about or heard about. It is also fun to imagine visiting new places. Being able to use maps and other geographical references is an important skill that I don't think will be replaced by technology any time soon.

It's been a long time coming, But I know a change is gonna come

I just spent an hour or so this evening working with my assignment 3 "team mates," Amanda and Anica, using Google Documents. None of us had used this tool before and while using the chat feature of the program we all realized that not only had we changed "our" teachers, we had changed ourselves. I love this kind of learning.

The process is almost always more rewarding for me than the results and this assignment was no different. I was very apprehensive going in; why did we have to work in groups? what were we really supposed to do? ugh, I just want to get this last assignment done so I can enjoy my summer :) I am now so glad that we did this. I "knew" Amanda and Anica from a previous course but have never met them in person. I was so glad that Amanda asked us to work together because I knew from our required chat sessions in our previous course that we were all committed to the program and all had different backgrounds so could bring different viewpoints to the assignment. Working together, sharing ideas, editing a document that we could all see at the same time was exciting. We were able to solve each others' problems with formatting, editing, and content and worked together sharing ideas for a group introduction. I really feel like we collaborated and that our "Level of Use" actually went up as we worked.

I really liked using the CBAM for this assignment. I understand that there is much more depth to the change model than we used for the assignment but its basic principals can easily be used by anyone. I would like to combine the CBAM and my growth using Google Documents with a group of staff at my school. I think Google Documents could solve some issues for our students and provide a way for us to share ideas as a staff. We often have issues with students working on assignments at home on their PC's and then not being able to open them at school where we use Macs. Using Google Documents would solve this. I was aware of this Google tool before I began the assignment, but like many students, actually using it made me a believer. I would like to try this when I begin working with the Social Studies 8 students (and their teacher Marlene - my "change" teacher) and using a research model. I believe that many of the students will find it easier to work in a group if they don't always have to be in the same physical space.

I am excited to continue to use Google tools but also to do follow-up with Marlene, the teacher I worked with through the CBAM. I really like that Marlene and I have a plan for her continued "change" and that it seemed less daunting once we actually mapped it out. How sad is it that it is only the middle of July and I am looking forward to getting "back at it" in September? A friend asked me the other day "If you could be anyone and money wasn't an issue, who would you be?" I said me, a teacher :)