Inquiry Blog Post #4

 Books For All!

    Literacy is a way to help break the cycle of poverty. Internet, mobile devices, and digital technologies have become a means to provide access to books and elevate literacy in developing nations. According to a UNESCO report (2014) “the internet is helping to level the playing field. It has accelerated the spread of information and, in many instances, democratized access to it. Digital networks, computer processors and liquid crystal display (LCD) screens remove production constraints that have kept reading material prohibitively expensive for centuries.” This universal access created by the internet and technology is exciting and has opened so many doors for those in developing nations. It seems the possibilities are only limited by our imaginations. There are some amazing organizations creating access to books and literacy opportunities to those who might not otherwise have it. 

    In my research into this topic I came across an organization called Worldreader. Worldreader partners with libraries in developing nations to provide “digital reading technologies to improve access to local language early-grade-reading content” (Heavner, n.d.). In one of Worldreader’s pilot projects, Project LEAP they set out to “increase the availability of reading materials in Kenya’s libraries with the provision of e-readers filled with relevant books.” (2015).

    Another organization similar in its intent to Worldreader is called Library for All. Library for All “provides access to culturally relevant, age-appropriate books in a language and context children understand and relate to”. Providing children with access to digital technologies and subsequent access to books is empowering and life changing. Making access to books universal plays a huge role in improving literacy world-wide, and both Worldreader and Library for All seem to be making a huge impact.

    In Australia the Indigenous Literacy Foundation seeks to increase access to print books for First Nations people in remote locations in their country. Although these resources are not digital, I wanted to share their work because I think it is equally as important and shares the same vision and goals as Worldreader and Library for All. One of the many remarkable things about the ILF is that it also publishes books in indigenous languages that are created by children, families, and communities. ILF also helps communities implement programs that support early literacy and community education around fostering literacy learning among children under 5.  

    While reading about all the remarkable and inspiring work that is being done by individuals, NGO’s, technology giants and governments to bring books both digitally and in print to the developing world, I couldn’t help but think, what about children here in Canada that don’t have access to books? What about Indigenous Canadian youth that don’t have access to books? Could some of these digital and print initiatives taken to promote literacy in the developing world be implemented here in Canada to provide better access to books for Indigenous children?

Below are some stats about graduation and literacy rates here in Canada:

-According to a Government of Canada document (2018), “about 44% of First Nations on-reserve (age 18-24) have completed high school, compared to 88% for other Canadians.”

- In 2015, StatsCan reported that “Aboriginal people have lower literacy and numeracy scores than their non-Aboriginal counterparts.”

-The following graph comes from StatsCan in 2011: 

I also came across these two stats from the Chiefs Assembly on Education (2012):

-1 in 4 children in First Nations’ communities lives in poverty.

-Almost half of First Nations households do not have an internet connection.

 

    All this information led me to wonder, how can we use mobile devices, internet, and other devices to bring books to Indigenous communities in Canada? What can we do to improve the literacy rates and graduation rates of Indigenous children here in Canada? I think a lot can be learned from Worldreader, Library for All and the Indigenous Literacy Foundation. It surprises me that something like the Indigenous Literacy Foundation in Australia doesn’t exist here in Canada. I am filled with hope that one day soon we will see more positive change for literacy rates and universal access to internet and books here in Canada.

References

Government of Canada. (2015). Statistics Canada - Education. Accessed July 25, 2021. https://www150.statcan.gc.ca/n1/pub/89-645-x/2015001/education-eng.htm.

Heaver, R. (n.d.). How to integrate digital reading into your library. WorldReader. Retrieved July 25, 2021 from https://www.worldreader.org/now/how-to-integrate-digital-reading-into-your-library/.

Indigenous Literacy Foundation. (2021, July 29). Indigenous literacy foundation. https://www.indigenousliteracyfoundation.org.au/.

Library for all. (2021, July 29). Library for all. http://www.libraryforall.org/

Mark, W., & Chew, H. E. (2014). Reading in the Mobile Era. UNESCO. Retrieved July 25, 2021, from http://unesdoc.unesco.org/images/0022/002274/227436e.pdf

WorldReader. (2015). Project LEAP: Evaluation the effects of E-readers in libraries in Kenya. Retrieved July 29, 202l from PROJECT_LEAP.pdf (worldreader.org).

Worldreader. (2021, July 29). Worldreader. https://www.worldreader.org/

 

Inquiry Blog Post #3

 

You Can Lead a Horse to Water...

How can we best respond to the needs of our staff?

    As Teacher Librarians we need to have open minds about what collaboration and professional development looks like. The BC Teacher Librarian's Association (2020) says “Collaboration looks different in every school community and is dependent upon the needs of all the learners involved.” As TL’s we are in a unique position where we can work with everyone in the school, we need to respect that everyone comes with different values, beliefs, and preconceived notions about what education looks like. As Fontichiaro and Oehrli (2014) discuss, as Teacher Librarians, we need to be flexible. We can’t enter a relationship with other teachers where we are set in our ways and only willing to collaborate the way we want. We need to listen and try to understand what it is that teachers are looking for, rather than telling them what resources they should use and how exactly they could use them. We need to listen more than we talk and really understand where our staff are at, what they want, what they need and move forward from there.

What could collaboration look like?

Collaboration can look different depending on the teacher and the TL. We need to be willing to try different methods and meet our colleauges where they are most comfortable.  I really like this infographic created by the BCTF because it illustrates how collaboration takes place at different points in the learning process and further breaks these down:

I love that old proverb, “you can lead a horse to water but you can’t make him drink”. I thought the extended version shown in this image was especially applicable to teachers!  

Shellert (2019) says that as potential facilitators of professional development, we can provide teachers with “provocations or invitations to be leaders of their own learning.” We can purposefully present learning opportunities, ideas, strategies in such a way that teachers don’t feel they are being pressured or expected to participate. We must be resourceful and creative in finding ways to support teachers, gain their trust, and put ourselves in a position where they come to us as a resource because we are consistent, reliable, and helpful.

How can we create opportunities to bring staff members together? How can we create an environment that fosters professional learning and professional growth?

I have found myself considering this question for quite some time. I think the library needs to be seen as a gathering place, where all staff and students want to go because it is vibrant, fun, inclusive and welcoming. I think it would be wonderful to host staff meetings in the library, every staff I have been on, the staff meetings have been held in the staff room. If they were held in the library, maybe teachers would notice a new book display or see a resource that they might not have otherwise noticed. After staff meetings while people are packing up and chatting, they might be more inclined to browse through the library or start up a conversation with the TL or other teachers about an inquiry project that they could use support with or a project they need resources for. I think hosting more events in the library for staff might open more doors for professional conversations that spark further conversations down the road. At these times TL’s need to position themselves in a place where they can help teachers nurture their ideas and move them forward. Staenberg and Vanneman say “Successful collaborations are built on successful professional relationships that are built over time on trust, flexibility, creativity, understanding of best practice, knowledge of curriculum and assessment, good planning, and the willingness to share teaching, decision-making, and professional growth” (2009). Relationships, relationships, relationships. We need to build relationships and establish trust with our colleagues before we can expect them to take a risk to collaborate with us.

How can show teachers that we are a valuable resource?

Teachers are busy. They are working with students all day. We can’t always add one more thing to their plate by expecting them to give us more of their precious time to collaborate. What can we take off their plate? What resources can we share that will lighten their load? As TL’s, we need to have an arsenal of awesome resources to inspire and excite teachers and students. We need teachers to believe in us and know that we are there for them. MacKenzie (2019) states “Many teachers see the librarian interact only with students, but they are invaluable resources for teachers as well.” 

MacKenzie (2019) created the above graphic Teacher Librarian: Your Inquiry Superhero to illustrate how TL’s can spark inquiry collaboration with teachers. TL’s can play a huge role in supporting teachers in inquiry projects with students, and with their own inquiries. If this graphic resonates with you, have a read of MacKenzie’s article called Classroom Inquiries Secret Weapon: The Teacher Librarian, it’s very inspiring! 

In conclusion, I think TL’s are in a very special position within a school and they need to situate themselves to make the most of this. Foster curiosity, encourage inquiry, provide support, and listen. I hope to do all of these things if I have the opportunity to be a TL one day.

References

BC Teacher Librarian's Association & Surrey Teacher's Association.
(accessed :July 28, 2021). "What can collaboration with a teacher-librarian look like?': Infographic.

Fontichiaro, K. & Oehrli, J. A. (2014). Nudging toward inquiry – Turning the tables on collaboration part I: Planning for successLinks to an external site.. Library Media Connection 32(4): 36-38.

Free English Materials For You. (2015). Retrieved from https://freeenglishmaterialsforyou.com/tag/you-can-lead-a-horse-to-water/.

Institute for Community Engaged Research Press (2019). "The small secondary school think tanks: collaborating for equity for Indigenous learners in rural schools".  Retrieved from:Collaborating for Equity for Indigenous Learners in Rural Schools (Links to an external site.)

MacKenzie, T. (2019). Classroom inquiry's secret weapon: The teacher librarian. Canadian School Libraries Journal, 3(1). https://journal.canadianschoollibraries.ca/classroom-inquirys-secret-weapon-the-teacher-librarian/.

Staenberg, L. & Vanneman, S. (2009). A collaborative conversation Links to an external site.. School Library Monthly 26(4): 15-17.

 

 

 

Inquiry Blog Post #2

The Crafty Time Thief

As a mom of two little ones under 4, a part-time grade 2/3 teacher, and most recently a UBC student, any spare time that I once possessed has now vanished into this air. I constantly ask myself (and my friends), “What did I used to do with all of that spare time? Why haven’t I learned another language? Why can’t I play the guitar?” If only I could go back in time, I’d have done all those things and more…maybe. Back in that time of spare time abundance, I spent a lot of time reading professional books and attending professional development opportunities.

Since having kids I’ve had to become wily in my quest for professional development, I’ve had to become crafty in my means of acquiring moments here and there. This reminds me of something Donalyn Miller said in her novel The Book Whisperer, “readers steal time to read, they are time stealers” (I obviously read this book prior to having kids when I had all that spare time!).

I now understand what she meant by this on a different level, I must steal time to read, and I do just that. When I’ve successfully acquired time and can develop my teaching skills, here are some of my top picks:

• I listen to any podcast I can find that hosts Jody Carrington or Shelley Moore.

• I recently listened to Jody Carrington’s book Kids These Days on audiobook while painting a dresser in the evenings because my children were sleeping. I strongly recommend this book to all parents and educators.

• Shelley Moore’s 5 Moore Minutes are quick videos that are packed with information for teachers around UDL and inclusion. https://fivemooreminutes.com/inclusion-library/.

• I make a conscious effort not to use my cell phone around my little ones (other than to make phone calls). I don’t want a screen to steal my time from them. I have held out from creating a Twitter account since its inception. Since creating one for this class, I have enjoyed following significant people in education, most recently Wab Kinew https://twitter.com/WabKinew. He is an Indigenous Canadian politician and often gives keynote speeches at professional development opportunities for teachers. I look forward to commandeering time from my day (when the kids are sleeping) to explore more of what Twitter has to offer for my professional development.

I look to this coming school year with a heart full of hope. Hope that there will be more opportunities to collaborate with staff members and other district staff. Hope that we will be able to meet with colleagues more often during the school day and after the school day. This year I felt very isolated from staff and really missed the informal professional conversations that typically happen before and after school with my colleagues. Although the professional development opportunities that happened on Teams were meaningful, I look forward to attending professional development opportunities in person with my district colleagues.

Works Cited

Carrington, Jody. (2020). Kids these days: A game plan for (re)connecting with those we teach, lead, and love. IMPress.

Kinew, Wab [@WabKinew]. (n.d.). Tweets. [Twitter Profile]. Retrieved July 22, 2021, from https://twitter.com/WabKinew.

Miller, Donalyn. (2009). The book whisperer. Jossey-Bass.

Moore, Shelley. (2021, July 22). 5 Moore minutes! With Shelley Moore. 5 MM library. https://fivemooreminutes.com/inclusion-library/.

Inquiry Blog Post #1

How can we foster a lifelong love of reading?

Early literacy has been a passion of mine for as long as I can remember. Perhaps it started back when I was little, I spent much of my time teaching my teddy bears how to read and write. I was a dedicated teacher of teddy bears, crafting whimsical stories for them to read, helping them create their own story books, and teaching them lessons about how to read and write. This passion was nurtured by my mom, who always found fun stationary for my literacy teaching pursuits. She helped me create cozy reading corners for my teddies, provided me with a flashlight so I could read with my teddies when it was dark, and created outdoor reading spaces for my teddies and me. I suspect I had the most literate teddy bears in our neighborhood!

Now fast forward to 2021, I have now been teaching for over 10 years, mostly in grades 1 and 2. This love of teaching literacy has never faded, it’s only gotten stronger the more I have learned about the importance of early literacy. According to the Winnipeg Public Library, “A child's positive early experiences with books and language lay the foundation for success in learning to read”. This is a belief that I hold dear and strive for in my classroom and with my own two small children every day. This belief is central to the reading culture that I have created in my classroom over the last decade. Listed next are a few of the things I do to promote a reading culture in my class:

How do I create a reading culture in my classroom?

Spaces for Reading- I try to create appealing spaces in my classroom for reading, whether it is a cushion, a special chair, a piece of carpet, the physical space should be inviting for students to read. I always encourage students to “get comfy”, go anywhere in the room with your book, under a desk, on top of a desk, lay on the floor, curl up in the coat room, I love to be comfy when I read, and so can they.

Shared Reading- Whether they are reading with a friend, a teddy bear, a big buddy, alone, or with an adult, I try to create varied social opportunities for reading. In my experience I have found students love reading with a big buddy. I have also found that grade 1 and 2 students love reading to a little buddy (a student from a younger grade, perhaps Kindergarten). It is so fun for them to realize their reading growth and how far they have come since they were in Kindergarten. I usually save this little buddy experience for the last term so that all students have something they are confident to read to their little buddy, even if it is an alphabet poem that they have memorized.

Book Talks (sometimes called book reviews)- Lee (2020) defines a book talk as, “concise presentations that serve as an advertisement for a particular book. Unlike a book report, these quick talks are designed to pique interest rather than summarize the plot.” I have found that when students are given the opportunity to share information about the books they are reading with their classmates, it empowers them as readers, and inspires their classmates. Students are keen to read books that are recommended by their peers and feel validated when their peers want to read a book they recommended. Here is a video of a girl giving book talk/book review, after watching the video I certainly wanted to read the book!

Author Studies- Lee (2020) suggests the use of “narratives and biographies of individual authors to promote interest in their work” plays a role in creating a reading culture in a school. I have found that students love listening to a collection of books by the same author (Robert Munsch, Mo Willems, David Shannon, the list goes on and on). They also love learning facts about those authors, how old they are, where they live, what they like to do, why they became authors, which books they like to read. There are so many engaging ways to connect with authors online: Youtube, blogs, websites, and Twitter. One of my favorites is an interview with the younger version of Mo Willems where he talks about why he became an author. He also has many you tube videos where he teaches children how to draw his book characters.  

I typically view literacy teaching through a primary lens as that is where the bulk of my experience lies. I have found when teaching intermediate students that they are more than enthusiastic to engage in reading activities that I typically use with our youngest readers. Grade 3- 6 students still love to find a cozy spot in a classroom and curl up to read with a teddy bear. Although they want to appear mature, intermediate students are still very young, and given the opportunity to engage in reading activities typically thought of as for primary students, I have found they often jump at the chance!

How can we encourage a school-wide reading program?

During my research for this blog post I consistently found studies stating the benefits of reading for enjoyment over skills acquisition. According to the Organization for Economic Cooperation and Development (OECD), ‘On average, students who read daily for enjoyment score the equivalent of one-and-a-half years of schooling better than those who do not.’ This is a critical aspect of a whole-school reading program. The program needs to foster and cultivate reading for enjoyment, not reading for skills acquisition and test purposes. The school-wide reading program should have fun and engaging activities that draws in students of all ages, as well as teachers and families.

A large part of a school-wide reading program is having a staff who value reading and are willing to make it a priority. Having a school leadership team that is willing to make reading a priority at all costs is essential. In Tyson’s article she cites the need for “high-quality classroom libraries” and that “when students are provided with well-designed classroom libraries, they interact more with books, spend more time reading, exhibit more positive attitudes toward reading, and exhibit higher levels of reading achievement” (NAEP, 2002). This has been a significant issue at all schools I have worked at. Most teachers feel their classroom library is inadequate to meet the needs of their learners, not to mention horribly outdated and in poor repair. My current school is no exception. Teachers on our staff consistently ask for more books for their classroom libraries and consistently receive the same answer, books are expensive…so where do we go from here? Being creative and finding funds to support having current, beautiful, popular, books in every classroom and library is paramount to a school-wide reading program.

Finally, whole school guided reading groups is a non-negotiable in my opinion. Students need time every day in a small group to read engaging books at their level with peers who are at a similar level. They need time every day to practice the reading strategies, phonological skills, and phonemic awareness in a small group. When I have been at schools that made this a priority, the commitment to reading and reading growth permeated the whole school.

Works Cited

Winnipeg Public Library. (2021, July 20). Early Literacy Skills. Winnipeg Public Library. https://guides.wpl.winnipeg.ca/earlyliteracy/skills.

Lee, Laura. (2020, February 12). Schoolwide strategies for promoting a love of reading. Edutopia. https://www.edutopia.org/article/schoolwide-strategies-promoting-love-reading.

OECD (2011), "Do Students Today Read for Pleasure?", PISA in Focus, No. 8, OECD Publishing, Paris, https://doi.org/10.1787/5k9h362lhw32-en.

National Library of New Zealand. (2021, July 20). A School Wide Reading Culture. A school-wide reading culture | Services to Schools (natlib.govt.nz).

Tyson, Kimberly. (2021, July 20). 25 ways schools can promote literacy independent reading. [Graphic]. https://www.teachthought.com/literacy/25-ways-schools-can-promote-literacy-independent-reading/.

Reading Assignment Part B

Resources to support educators in establishing a vibrant reading culture that honors indigenous ways of knowing.

I am in the process of investigating how to create a vibrant reading culture in schools that honors and shares indigenous ways of knowing. More specifically, I would like to find digital resources that will help create this vibrant reading culture. Below I have compiled a list of 5 resources, the first 2 of which I feel help give teachers some important background knowledge on inclusion and incorporating some indigenous ways of knowing into their school/library/classroom. The third resource shares ways of using digital technology to establish a reading culture. The final 2 resources are examples of engaging resources that could be used to spark curiosity and interest in students to pursue further investigation of indigenous culture or as a means of sharing some aspects of our rich, local indigenous culture.

1) Dupuis, J. K. (2019). What happens when you create a culture of respect, trust, and innovation in school library spaces? Canadian School Libraries Journal, 3(2).

What happens when you create a culture of respect, trust, and innovation in school library spaces? – Canadian School Libraries Journal

·       In this article, author Jenny Kay Dupuis speaks to the important role school libraries have in creating a space that is inclusive and establishes a safe place for indigenous people to see their culture reflected in literature. She shares a very thought-provoking account of her own experience in libraries as an indigenous youth and her desire to see indigenous people accurately and currently portrayed in books.

2) McAuley, A. (2009). Knowledge Building in an Aboriginal Context, V35(1) Winter 2009, Alexander McAuley. Canadian Journal of Learning and Technology, 35(1).

Knowledge Building in an Aboriginal Context | Canadian Journal of Learning and Technology (cjlt.ca)

·       This journal article looks at creating a “knowledge-building community” in a classroom using computer-based research of different indigenous peoples. Students in the classroom chose their own group of indigenous peoples to study, used classroom computers to conduct research, and collaborate with peers to find other information and deepen their understanding. Students were very engaged in the project.

3) Flanagan, E. (2015, November 29). Using Technology to Develop a Reading Culture [web log]. https://www.erintegration.com.

https://www.erintegration.com/2015/11/29/using-technology-to-develop-a-reading-culture/

·       The author of this blog stresses the importance of providing students with many opportunities to share the books they are reading and the books they love with their classmates and community. She outlines two web-based resources/apps to support teachers in creating a reading culture using digital technology: PicCollage and PhotoPeach. Both look really engaging and user friendly.

4) Davidson, S. F., Norton, B., & Doherty, L. (n.d.). Indigenous Storybooks. https://indigenousstorybooks.ca/#.

https://indigenousstorybooks.ca/

·       This website offers a collection of open access online books that can be translated into many different indigenous languages. The books that currently exist on the site are reading levels 1 and 2. There is also a resource section that provides access to authentic indigenous stories that can be listened to in various indigenous languages and read along with by children or adults.

·       This is a video showcasing what Indigenous Storybooks is all about:

5) Fpcc. (n.d.). FirstVoices. https://www.firstvoices.com/.

https://www.firstvoices.com/

·       This website is a repository of audio recordings of 34 indigenous languages. It is administrated by the First Peoples’ Council of Canada. It can be used in the classroom to share local indigenous words. I think it would be a really engaging way to teach students about indigenous culture and the importance of their oral traditions.

During this process of searching for resources I stumbled down many “rabbit holes” and found the process inspiring to say the least. There are so many exciting and innovative resources out there, it is endless. I struggled to keep my count to only 5 resources, but have documented many more on Symbaloo for future reference. I am excited to continue this process of finding the most engaging and inspiring resources for students. I am even more excited to use these resources that I find in my classroom next year. 

In Will Richardson’s (2012) book Why School? he suggests that sharing your learning and your learning process with students is a powerful part of learning itself. He states that we can be “people who model their own learning process, connect to other learners as a part of their day, and learn continuously around the things they have passion for.” I love this concept and I hope to share this current learning process with my students in the upcoming school year as we pursue passion projects and inquire into those things that spark our interest.

• Richardson, W. (2012). Why School?: How Education Must Change When Learning and Information Are Everywhere. TED Talks.

Reading Assignment Part A

 

How do you establish a vibrant reading culture that honors indigenous ways of knowing in a school?

What issues, interests, or opportunities do you anticipate arising in your teaching in the near future? Is there a component of this issue, interest, or opportunity that relates to the use of digital technologies?

I learned this past year that a reading culture does not necessarily exist in all elementary schools. I have taught at several different schools in my career and did not realize until this year that a vibrant reading culture is not a given, it cannot be assumed. What the reading culture looks like depends on the teachers, parents, students, administrators, student support teachers, educational assistants and especially the teacher-librarian. I am curious what tangibles and intangibles make a reading culture active and robust in a school? How can a reading culture move beyond the walls of the school and permeate the homes of students? How do we make a reading culture inclusive for all learners? How can we create a reading culture that honors indigenous ways of knowing? How can information and communication technology impact the depth and diversity of a reading culture?

What curriculum is related to this issue, interest or opportunity?

As an elementary school (K-5) teacher, the curricular areas that connect to this interest would be: English Language Arts. Within that area I would specifically be looking at curricular competencies that include First Peoples content.

What pedagogy might be useful for fostering learners' engagement and excitement?

I have found that most students are engaged during group work, hands-on, inquiry-based, student-centered, and student-directed learning activities. I have also recently found that students are excited to learn about indigenous ways of knowing and content about indigenous culture.

What digital technologies can you imagine contributing to enrich, enable, or enhance learning?

Essential information and communication technologies I would hope to find in classrooms and libraries include laptops, iPads, document cameras, and short throw projectors. A variety of digital reading material that is exciting and engaging for students would enrich learning. I have experience with RazkKids Online Leveled Reading Resources for Students & Teachers | Raz-Kids (learninga-z.com),  and Tumble books TumbleBooks - eBooks for eKids! (tumblebooklibrary.com) which are both wonderful sources of children’s books online. I am keen to see what is out there for other eBook sites and web-based resources that include indigenous content or help teachers incorporate indigenous ways of knowing into the reading culture of a school.

In case you aren't familiar with document cameras, they have enhanced my teaching practice exponentially, here's a short video introduction.

What are the keywords that you would use to identify elements of this issue, interest, or opportunity?

Reading culture, reading clubs, eBooks, web-based reading resources, digital books, indigenous literature, indigenous early readers, reading engagement, Indigenous Principals of Learning, reading differentiation,

What is in your professional practice or environment that you would like to explore further about digital technologies, web 2.0, or 21st-century learning?

What digital technologies exist that are being used successfully to create vibrant reading cultures in schools? What digital technologies exist that incorporate indigenous content? How are students being involved in the creation and direction of the reading culture?