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


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Ontario Library Association - Super Conference Feb. 2013. Panel discussion of approaches taken in 3 different school boards to continue to improve practices in school libraries: a district library review; an expected practice monograph; collaborative teacher inquiry projects and a new program for self-directed professional learning framed around the development of the learning commons

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

  1. 1. 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  
  2. 2. 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”  
  3. 3. The  redevelopment  of  National  (school  library)  Standards  to  support  the  achievement  of  21st  Century  Learners.  
  4. 4. Library  Review  Process  Transformations  Towards  the  Learning  Commons  :  Identifying,  Sharing  and  Supporting  Best  Practices       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        
  5. 5. 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  
  6. 6. 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  
  7. 7. 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  
  8. 8. 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  
  9. 9. 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  
  10. 10.   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  
  11. 11. Expected  Practice  Series  “how  can  we  create  an  environment  that  con[nuously  fosters  learning  innova[on  and  high  quality  teaching  in  our  schools”    
  12. 12. Ontario School Library AssociationFRAMEWORK   Information Studies Kindergarten to Grade 12 CollaboraEve   Environments  for  Teaching  and  Learning   Teacher-­‐librarians  are  in  a   Curriculum for Schools and School strategic  posiEon  to  support   1999 Library Information Centres 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  
  13. 13. Assessment  in  the  Library  Inquiry  is  in  all  subjects  Of  the  Ontario  curriculum   Linking  Inquiry  to  the  Achievement  Chart  
  14. 14. Tools  for  Learning  Learning  Skills  &  Work  Habits   TDSB  Virtual  Library   ADD  Virtual   Library  
  15. 15. Teacher-­‐Librarian  Roles        T4L  components  Teaching  &  Learning    mul[ple  literacies  Resource  Management    reading  enjoyment  School  Leadership  &  Improvement   Differen[ated   teaching  &  learning  
  16. 16. Teacher-­‐Librarian  Roles      Implement  ministry  &      safe,  dynamic  learning   board  policies   environment    collaborate  with    consistent  classroom  teachers Teaching   instruc[on  on         &   inquiry    promote  rich  &   Learning   Differen[ated  diverse  literary  and  informa[onal  text   teaching  &  learning    Connect  students  to   Build    enhance   school,  public  &   reading   learning   community  resources   literacy   through  ICT  
  17. 17. 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    
  18. 18. Collaborative  Teacher  Inquiry   CollaboraEve  and  Learning  Networks   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    
  19. 19. Collaborative  Teacher  Inquiry  (PDSB)   CollaboraEve  and  Learning  Networks  2011  -­‐2012   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  
  20. 20. Collaborative  Teacher  Inquiry  (PDSB)   ESL/TL  Intermediate  CollaboraEve  Inquiry  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  
  21. 21. Collaborative  Teacher  Inquiry  (PDSB)   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  
  22. 22. Collaborative  Teacher  Inquiry  (PDSB)   ESL/TL  Intermediate  CollaboraEve  Inquiry  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  
  23. 23. Collaborative  Teacher  Inquiry  (PDSB)   ESL/TL  Intermediate  CollaboraEve  Inquiry  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.  
  24. 24. Learning  Commons  CertiRicate  Program  (LCCP)  Library  and  Learning  Resources  &  Interdisciplinary  Studies  Department,  Toronto  District  School  Board  
  25. 25. Blended  Learning  format  for  professional  development  
  26. 26. Reflect  Self-­‐directed          learning  Purposeful    framework      Guiding    quesEons  
  27. 27. Register,  Read,  PrioriEze,  Plan,  Engage,  Reflect,  Share,  Record,  CerEfy.  
  28. 28. Guiding  Questions    for  shared  reRlections  in    online  community  forum  
  29. 29. Questions?  Information?  Jeanne  Conte  -­‐  Ruth  Hall  –  Phillip  G.  Jeffrey  -­‐  Cindy  Ma=hews  –  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://    Crowley,  John.  Developing  a  Vision  :  Strategic  Planning  for  the  School  Librarian  in  the  21st  Century(  Libraries  Unlimited,  2011)      
  30. 30. Questions?  Information?  Jeanne  Conte  -­‐  Ruth  Hall  –  Phillip  G.  Jeffrey  -­‐  Cindy  Ma=hews  –  RESOURCES  con’t:    OSLA.  Together  for  Learning.  2010.  h=p://­‐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.