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Making School Libraries (Evan) Better: OLA Super Conference session1203 Fe…
- 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. 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. 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
- 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. 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. 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. 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. 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. 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. 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. Expected Practice Series “how can we create an environment that con[nuously fosters learning innova[on and high quality teaching in our schools”
- 12. Ontario School LibraryAssociation FRAMEWORK 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. Assessment in the Library Inquiry is in all subjects Of the Ontario curriculum Linking Inquiry to the Achievement Chart
- 14. Tools for Learning Learning Skills & Work Habits TDSB Virtual Library ADD Virtual Library
- 15. Teacher-‐Librarian Roles T4L components Teaching & Learning mul[ple literacies Resource Management reading enjoyment School Leadership & Improvement Differen[ated teaching & learning
- 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. 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. 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. 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. 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. 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. 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. 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. Learning Commons CertiRicate Program (LCCP) Library and Learning Resources & Interdisciplinary Studies Department, Toronto District School Board
- 25. Blended Learning format for professional development
- 26. Reflect Self-‐directed learning Purposeful framework Guiding quesEons
- 27. Register, Read, PrioriEze, Plan, Engage, Reflect, Share, Record, CerEfy.
- 32. Guiding Questions for shared reRlections in online community forum
- 33. Questions? Information? Jeanne Conte -‐ jeanne.conte@peelsb.com Ruth Hall – ruth.hall@tdsb.on.ca Phillip G. Jeffrey -‐ jeffreyp@fc.hwcdsb.ca Cindy Ma=hews – Cindy.Ma=hews@tdsb.on.ca 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)
- 34. Questions? Information? Jeanne Conte -‐ jeanne.conte@peelsb.com Ruth Hall – ruth.hall@tdsb.on.ca Phillip G. Jeffrey -‐ jeffreyp@fc.hwcdsb.ca Cindy Ma=hews – Cindy.Ma=hews@tdsb.on.ca 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.