Info 233 Learning Journal, Week 10: Peer Response Regarding Twitterings of Excitement in the Library

As far as my social media presence goes, I have been a longtime Facebook and LinkedIn user, but I was only recently inspired to open my first Twitter account to expand my PLN. As a new user, I was glad to come across a helpful article written by my fellow student Amy Ashworth (2017), in which she discusses her commitment to using Twitter as a teacher librarian. She points out, “I can easily substitute a fancy, time-consuming Tech tip email for a quick Tweet . . . And it doesn’t have to be mine! I can retweet someone else’s brilliant idea” (Ashworth, 2017, para. 5). Here, she draws attention to how Twitter enables sharing, which is an important aspect of education, and notes Twitter’s ease of use. Carolyn Foote (2013) supports this sentiment by stating that, although some educators may feel they do not have time for it or may be intimidated by it, Twitter is her “quickest gateway to online professional learning” and “is just like any newsletter or email,” in that users can easily access it whenever they have the time to do so (p. 34).

Twitter is useful for teacher librarians as a networking tool. Ashworth declares, “I am always surprised by the contacts I get through Twitter. It’s awesome to attend a conference and get the handle for a great educator or inspiring librarian, and then see those tweets start coming in” (2017, para. 2). I look forward to attending conferences and collecting the Twitter handles of inspiring librarians to continue to expand my PLN and remain up-to-date with educational trends and best practices. Beyond following library leaders and key organizations, which is what I am currently doing on Twitter (in addition to tweeting occasionally), engaging in Twitter chats, which are held weekly by various groups, is “a good way to meet people on Twitter if . . . building a network for the first time” (Foote, 2013, p. 35). Additional learning opportunities can also be found on Twitter, including webinars, livestreams, and podcasts, and users can even become presenters and volunteers (Foote, 2013).

Beyond contributing to the teacher librarian’s professional growth, Twitter may be used as a library outreach and advocacy tool. Terrence E. Young, Jr. (2010) states that “Twitter can be used to market library programs and services” (p. 20). Library success stories can be shared with the school community via Twitter. Librarians can even broaden their outreach by tweeting senators and legislators (Harlan, 2017).

Not only can Twitter be an excellent learning and advocacy tool for teacher librarians, but it is also a platform that is popular with students and therefore may be successfully harnessed to enrich their learning. Twitter feeds can provide “relevant and timely delivery of information and conversations for today’s learners,” so giving them access to “social media streams of quality information” will allow them to “explore concepts of social scholarship and emerging sources of authoritative information” (Hamilton, 2010, p. 56). Students can

react or respond to literature or text using a designated class Twitter hashtag. Because tweets are limited to 140 characters, students must find creative and succinct ways to express their opinions. Twitter allows students to post links to websites or videos that complement their responses . . . Students may respond to or retweet each other’s tweets, encouraging an atmosphere of shared learning using mainstream social technology, in conjunction with traditional literacy practices. (Colwell, 2013, p. 15)

Students may also be asked to tweet from a literary character’s perspective (Colwell, 2013). Book clubs can use Twitter in such ways as well. As a teacher, I am considering creating a class Twitter account to provide my students with such digital learning opportunities, and one day when I am a teacher librarian, I envision myself also creating a library Twitter account and increasing my Twitter activity for all of the aforementioned reasons.

 

References

Ashworth, A. (2017, July 16). Twitterer [Blog post]. Retrieved from https://bibliodidaskalosity.wordpress.com/2017/07/16/twitterer/

Colwell, J. (2013, August/September). Connecting old and new literacies in a transliterate world. LMC, 32(1), 14-16. Retrieved from https://sjsu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_gale_ofa348707300&context=PC&vid=01CALS_SJO&search_scope=ALL_ARTICLES&tab=articles&lang=en_US

Delve Digger. (2014, November 25). Twitter for school librarians.webm [Video file]. Retrieved from https://www.youtube.com/watch?v=L2Sdm-kLAaM

Foote, C. (2013, January/February). From professional development to personalized learning. LMC, 31(4), 34-35. Retrieved from https://sjsu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_gale_ofa335324318&context=PC&vid=01CALS_SJO&search_scope=ALL_ARTICLES&tab=articles&lang=en_US

Hamilton, B. J. (2010, May-June). Pivots for change: Libraries and librarians. LMC, 28(6), 54-56. Retrieved from https://sjsu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_gale_ofa229811847&context=PC&vid=01CALS_SJO&search_scope=ALL_ARTICLES&tab=articles&lang=en_US

Harlan, M. A. (2017, January 18). Advocacy [Video file]. Retrieved from https://sjsu-ischool.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=f039a361-15b0-4afb-9c1a-e76fd6461054

Young, T. E., Jr. (2010, May/June). Marketing your school library media center: What we can learn from national bookstores. LMC, 28(6), 18-20. Retrieved from https://sjsu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_ericEJ887716&context=PC&vid=01CALS_SJO&search_scope=ALL_ARTICLES&tab=articles&lang=en_US

Info 233 Learning Journal, Week 9: California Dreamin’ of Teacher Librarians

Teacher librarian positions are relatively few and far between in my home state of California. California does not have a mandate, and some schools find ways around having a school librarian (Harlan, 2014). For example, a school district in the San Francisco Bay Area is looking to hire a district librarian to oversee its seven intermediate and elementary schools, with none of these schools having a teacher librarian on site; instead, the district librarian is essentially expected to be a traveling librarian to all of the schools. This type of situation may not be uncommon.

According to the California Department of Education (2016), during the 2014-2015 academic year, there were 859 teacher librarians employed in California, which was one teacher librarian for every 7,187 students. In sampling school libraries in Tulare, Sacramento, and San Bernardino counties, state auditor Elaine M. Howle identified schools with no librarians, schools in which non-teaching staff were providing library services, and schools in which there was a lack of oversight of library services (Noguchi, 2016). Janice Gilmore-See, president of the California School Library Association, recounted that in 1999, California had 1,300 teacher librarians (Mongeau, 2014). While the numbers of teacher librarians have fallen since then, student enrollment has risen. Why has there been such a steep a decline in teacher librarian positions? State funding for school libraries has been inconsistent, and beginning “in 2009, the funding set aside for libraries became ‘flexible,’ meaning it could be spent on other priorities as districts scrambled to slash their budgets during the recession” (Mongeau, 2014, para. 5).

In Gilmore-See’s opinion, the decrease in certified teacher librarians has led to a decline in student access to materials, student research skills, and teacher resources (Mongeau, 2014). Studies have shown that having a certified teacher librarian, who holds both a teaching credential and a teacher librarian credential, on staff correlates with student achievement (Lance & Hofschire, 2012). Howle suggests that California “define the minimum level and types of library services that schools must provide, and address the lack of certification of non-teachers who staff libraries” in requiring better school libraries (Noguchi, 2016, para. 3). The need for school sites to have their own credentialed teacher librarians is therefore clear.

School library advocacy efforts thus need to be expanded. As an aspiring teacher librarian, I will endeavor to engage in learning communities and build relationships to gain support for the library (such as through joining committees and attending meetings), as well as share about the position and library successes with all stakeholders; such information can be communicated not only in person but also through the library website, newsletters, reports, blogs, staff development opportunities, etc. Teacher librarians can also engage in government lobbying (Harlan, 2014). State legislators, for instance, can be targets of advocacy. Gary Hartzell (2012) further specifies two new targets: “the educational administration (Ed Ad) professors who shape beginning administrators perceptions and values” and “the professional associations that have a powerful influence on how administrators approach their work challenges once they are in the field” (p. 12). In these ways, I will, as an eventual teacher librarian, consciously and strategically advocate for the library because to do so is to advocate for students as well.

Advocacy & ESSA. By Pennsylvania School Librarians Association, 2017.

References

California Department of Education. (2016, August 15). Statistics about California school libraries. Retrieved from http://www.cde.ca.gov/ci/cr/lb/schoollibrstats08.asp

4CSLA. [4CLSA]. (2014, August 22). Authors support California school libraries [Video file]. Retrieved from https://www.youtube.com/watch?v=Sjz3Sf0VD54

Harlan, M. A. (2014, May 28). Dispositions [VoiceThread]. Retrieved from https://sjsulis.voicethread.com/myvoice/thread/5806196/29735805

Hartzell, G. (2012, May/June). The need to shift and widen school library advocacy efforts: An opinion piece. Library Media Connection, 30(6), 12-13. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=76117161&site=ehost-live&scope=site

Lance, K.C., & Hofschire, L. (2012, January). Change in school librarian staffing linked with change in CSAP reading performance, 2005-2011. Library Research Service. Retrieved from http://www.lrs.org/documents/closer_look/CO4_2012_Closer_Look_Report.pdf

Mongeau, L. (2014, May 26). School librarians a rare find in California public schools. EdSource. Retrieved from https://edsource.org/2014/school-librarians-a-rare-find-in-california-public-schools/62226

Noguchi, S. (2016, November 26). School scene: Require better school libraries, auditor says. The Mercury News. Retrieved from http://www.mercurynews.com/2016/11/26/school-scene-require-better-school-libraries-auditor-says/

Pennsylvania School Librarians Association. (2017). Advocacy & ESSA [Digital image]. Retrieved from http://www.psla.org/advocacy/advocacy-and-essa/

 

Info 233 Learning Journal, Week 8: Tabletop Games as School Library Game-Changers

This summer, I created a Twitter account to expand my Professional Learning Network and become more professionally active as an aspiring teacher librarian. My Twitter feed was soon inundated with a plethora of tweets regarding the recent ALA Annual Conference and Exhibition, leading me to explore its website. Consequently, I came across an article by Dawn Abron (2017) that reflects on Donald Dennis, Sito Sanchez, Anthony Boyd, Yumi Hoashi, and Michael Parker’s panel discussion “Table-Top Games 101.” I was especially interested in this story because I had been contemplating the possible transformation of school libraries into learning commons that include makerspaces and performance spaces for electronic gaming but had not really been considering the integration of tabletop games into programming; however, the aforementioned article brought the advantages of tabletop games to my attention and prompted me to conduct additional research on them.

Game playing, on the one hand, is a recreational activity that allows students to interact with each other in a safe environment (Copeland, Henderson, Mayer, & Nicholson, 2013). Therefore, gaming can help relieve student stress, thereby improving school climate. In support of culturally responsive teaching, game playing can unite patrons of different backgrounds. On the other hand, gaming can be an educational activity; for example, teacher librarians can collaborate with teachers to incorporate games into the curriculum (Copeland, Henderson, Mayer, & Nicholson, 2013). Tabletop gaming can aid in students’ skill development, as the specific “benefits of card games include sportsmanship, problem solving, and strategy,” and “role-playing games . . . allow players to collaboratively use their imagination to tell stories” (Abron, 2017, para.1). Among other things, board games can also contribute to the development and practice of reading and science skills, fine motor skills, and hand-eye coordination, as well as resilience (Mumtastic, n.d.).

The recreational and educational purposes of school library gaming are not mutually exclusive, however, for “tabletop games, if chosen properly, can be both educational and recreational” (Copeland, Henderson, Mayer, & Nicholson, 2013, p. 825). Recreational tabletop game playing “facilitates social engagement, planning, decision making, and mathematics” (Copeland, Henderson, Mayer, & Nicholson, 2013, p. 825).

Why else might tabletop games be preferable to digital games, even though students are likely to be more familiar with the latter? Tabletop games:

are inexpensive, have a long shelf life, are portable, and can be used in a much wider variety of classroom situations than their digital counterparts. In addition, as the players of the tabletop game have to make the mechanics of the game operate manually, players can gain a better understanding of how the game works than if they are pushing buttons and having a computer facilitate the games. Players can also adapt the game to their play situation, can easily work on teams to play the game, and can speed up or slow down play as needed based on the group. (Copeland, Henderson, Mayer, & Nicholson, 2013, p. 825-826)

To integrate tabletop gaming into school library programming, the teacher librarian can “contact local game shops to choose, teach, and even run games” (Abron, 2017, para. 5). In an audio podcast, Donald Dennis Giles Pritchard (2015) suggest considering, for example, ease of use, durability, number of players, game length, age appropriateness, breadth of collection content (in terms of interests, complexity levels, curriculum areas, etc.), and cost when selecting games. Regarding the latter, if a teacher librarian is working with a minimal budget, friends and parents can be asked to donate old games (Hanson, 2015). Once games have been chosen and acquired, they can be incorporated into library programming in a variety of ways. For instance, book displays can be created that align with games’ themes. Moreover, the library can organize gaming tournaments and schedule weekly game days for students.

Beyond game playing, tabletop gaming spaces can also can provide patrons with opportunities for creation, such as the development of traditional board games or cooperative games; if a 3D printer is available, it may be used to make game pieces (Abron, 2017). Students can design curriculum-based games and share them with other students, thus enriching both creator and player learning. In a webinar, Matthew Farber and Steve Isaacs (2016) discuss the use of game jams–which involve the design of challenge or theme-based games in a short amount of time–in the classroom. Similarly, school libraries can host tabletop game jams, through which students can partake in games about creating (potentially multimedia) games.

Recycled mixed media board game assemblage. By S. T.A.R. Art, n.d.

Furthermore, the library can host make-your-own-board-game nights (Abron, 2017). All patron groups, including family members, can be invited to such library events, thereby building a stronger bridge between the school and home. Parents can thus contribute to and participate in their children’s academic progress by creating curriculum-aligned games for student use. For instance, in a TEDtalk, Brenda Brathwaite (2013) discusses how she designed a game to help her daughter better understand the history of slavery.

Thus, in order to heighten student engagement, increase patronage, and improve student achievement, I hope to provide library tabletop gaming opportunities when I become a school librarian. In the meantime, I, as a teacher, will also endeavor to get in the game more by not only allowing students to create games, as I have done in the past, but also play them as well.

References

Abron, D. (2017, June 26). The benefits of tabletop games for libraries. American Libraries. Retrieved from https://americanlibrariesmagazine.org/blogs/the-scoop/benefits-tabletop-games-libraries/

Copeland, T., Henderson, B., Mayer, B., & Nicholson, S. (2013). Three different paths for tabletop gaming in school libraries. Library Trends, 61(4), 825-835. Retrieved from https://sjsu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_museS1559068213400067&context=PC&vid=01CALS_SJO&search_scope=ALL_ARTICLES&tab=articles&lang=en_US

Farber, M., & Isaacs, S. (2016, January 7). Student game jams [Webinar]. Retrieved from http://home.edweb.net/webinar/student-game-jams/

Hanson, J. (2015, July 4). ISTE 2015: Takeaway tips for a library maker space | ISTE 2015. School Library Journal. Retrieved from http://www.slj.com/2015/07/technology/iste-2015-takeaway-tips-for-a-library-maker-space-iste-2015/#_

Mumtastic. (n.d.). 7 ways kids benefit from board games [Digital image]. Retrieved from http://www.momtastic.com/parenting/692855-7-reasons-board-games-just-bit-fun/

Pritchard, G., & Dennis, D. (Hosts). (2015, July 5). GSL 3: Characteristics of good games for schools and libraries [Audio podcast]. In D. Dennis (Producer), Games in Schools and Libraries. Retrieved from http://www.inversegenius.com/gsl/?offset=1437497757035

S. T.A.R. Art. (n.d.). Recycled mixed media board game assemblage [Pinterest post]. Retrieved from https://www.pinterest.com/pin/499899627365550618/

TED-Ed. [TEDEducation]. (2013, August 21). Brenda Brathwaite: Gaming for understanding [Video file]. Retrieved from https://www.youtube.com/watch?v=lH83NyjoXbU

Info 233 Learning Journal, Week 7: Involving and Creating Community through Library Advisory Committees

This past week, my coursework has been focusing on Library Advisory Committees (LACs). Meghan Harper and Jennifer Schwelik (2013) state that “LACs are established to gather input in the design and development of the school library program” (p. 25). As a teacher, I have been familiar with numerous committees at my site, but I have not heard of a Library Advisory Committee, which leads me to believe that one does not exist. Unfortunately, this may not be unusual. As a result of a survey, Gail K. Dickinson (2012) found that nearly ninety percent of three hundred and fifty-eight respondents said that they did not have Library Advisory Committees at their schools. However, hopefully the research that is being done regarding LACs indicates that the recognition of their importance is growing. For example, the California Department of Education’s (2017) recent Library Survey about the 2015-2016 academic year included questions about LACs.

Why are LACs beneficial? Natalie Teske (2010) asserts that an LAC “increases buy-in from stakeholders, distributes responsibility for decisions, increases library usage, and assists the library governing body . . . in crafting a strategic plan understood by stakeholders and the community the library serves” (p. 40). Without an LAC, informal surveys can be used to obtain input, but it is likely that the most outspoken participants will consequently have their needs met, while low-users and non-users of the library may not (Teske, 2010).

An extensive and diverse LAC can be formed by inviting volunteers from different stakeholder groups (including frequent, low, and non-users), such as students, teachers, school administrators, education specialists, district administrators, school board members, and community leaders. Although school and district volunteers are, to me, more obvious invitees, representatives from the larger community also make sense. Meghan Harper and Jennifer Schwelik (2013) assert, “Including community partners such as the YMCA, public library, or other social-service agencies who serve the youth population in the school can help the school library identify possible connections for sharing services or resources and maximize the flow of information and communication among the school librarian and LAC members” (p. 25). The inclusion of community members—such as business leaders, community mentors and tutors, etc.—on an LAC is one way a teacher librarian can seek to understand the communities from which students come and thereby better promote culturally responsive teaching, as well as facilitate more service-learning opportunities for students.

Service Learning. By Junior League of Reading, 2013. 

Julie Harris (2014) points out the fact that students will always be community members, regardless of their college and career choices. In fact, this is true for all school library stakeholders. Thus, I strongly believe that working with an LAC that includes community representatives will be a worthwhile endeavor when I become a teacher librarian, especially since I will be new to the profession. Building strong relationships and advocating for the school library will be key in encouraging buy-in from stakeholders so that they will share their valuable input for the betterment of all.

References

Annie C. (2017, April 12). Library advisory cmte_Info 233 [Video file]. Retrieved from https://www.youtube.com/watch?v=MZQINKAiov8

California Department of Education. (2017, March 9). CA Department of Education library survey. Retrieved from http://www.cde.ca.gov/ci/cr/lb/schlsurvwelcompage.asp

Dickinson, G. K. (2012, October). Library advisory committees. LMC, 31(2), 35. Retrieved from https://sjsu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_gale_ofa310807976&context=PC&vid=01CALS_SJO&search_scope=ALL_ARTICLES&tab=articles&lang=en_US

Harper, M., & Schwelik, J. (2013, September). School Library challenge. Knowledge Quest, 42(1), 24-28. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=90230623&site=ehost-live&scope=site

Harris, J. (2014, November/December). Bringing the school library and community together through service-learning. Library Media Connection, 33(3), 8-10. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=98992311&site=ehost-live&scope=site

Junior League of Reading. (2013). Service learning [Digital image]. Retrieved from http://jlreading.org/community-impact/service-learning-clubs-2/

Teske, N. (2010, January/February). Library advisory councils. LMC, 28(4), 40-41. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lih&AN=47845228&site=ehost-live&scope=site

Info 233 Learning Journal, Week 6: Learning Commons

The libraries I have utilized both as a teacher and a student have been quiet spaces where patrons generally appear to be working individually. Therefore, I must admit that the term “learning commons” is new to me. This course’s materials and my recent review of a group’s Emerging Trends Project website have helped familiarize me with this collaborative space concept, for which I am grateful, as I have imagined my future work space as being one in which there is a healthy and productive buzz of engagement, collaboration, and creation.

As Robin Cicchetti (2011/2015) notes, the word “library” can be restrictive, as some feel that there are certain things that should not be done in a library due to their traditional notion of the institution as a simple book repository. Re-branding a library as a learning commons re-defines the space and consequently opens up new possibilities to serve students and better prepare them for our ever-changing world. A learning commons still fulfills some of the same purposes of the traditional library, such as being a repository for books and other materials, as well as providing places for quiet work, but there are additional—potentially noise-inducing—purposes, such as the hosting of performances (Cicchetti, 2011/2015).

Why is transitioning a traditional library to a learning commons valuable? Mary Ann Harlan (2016) points out that learning is a social activity; collaboration reinforces learning. Harlan emphasizes that flexibility is a distinguishing feature of a learning commons, as it is an active place that provides an array of resources where students can work individually or in pairs or groups to create content, exchange ideas, and seek expertise (2016).

As the learning commons model is one that boasts many benefits, I am contemplating: as a future librarian, how can I begin to transition a traditional library to a learning commons? Harlan makes clear that the shift from a traditional library to a learning commons is one that is made by the community, so it is imperative that the school librarian educate stakeholders about how the library can meet that need (2016). This brings me back to the notion of advocacy and the importance of building relationships to garner support, which Mary Ann Harlan (2014) discusses in describing the dispositions of teacher librarians. I feel that advocacy will be an area in which I will personally need to improve, as promotion is not something that comes naturally to me; however, it seems the learning commons is a worthy cause, to which I can bring attention through the library website and social media, for example. I would also hope to involve students, staff members, parents, and community members in the creation of a learning commons by gathering their input, such as through Google discussion forums. Ieda Santos, Nagla Ali, and Anthony Hill (2016) launched a project through which students became co-designers of a virtual learning commons; their study concluded that students preferred more informal learning, so a blog space to discuss readings was created. Such exciting learning commons possibilities, as well as potential challenges (such as regarding management), will require further exploration.

References

Cicchetti, R. (2015). Confessions of a commoner. In J. Repman & G. K. Dickinson (Eds.), School library management (7th ed.) (pp. 319-320). Santa Barbara, CA: ABC-CLIO, Inc. (Reprinted from LMC, 29(5), 52-53, 2011).

Harlan, M. A. (2014, May 28). Dispositions [VoiceThread]. Retrieved from https://sjsulis.voicethread.com/myvoice/thread/5806196/29735805

Harlan, M. A. (2016, January 21). Learning commons [Video file]. Retrieved from https://sjsu-ischool.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=0e36f489-5dd5-4220-af94-82852eeb416b

McClure, Janell. (2014, November). Traditional Library vs. learning commons [Digital image]. Retrieved from http://www.cobblearning.net/librarymediaeducation/2015/01/15/traditional-library-vs-learning-commons/

Masrour, C. (2016, May 4). Library learning commons: Benefits, challenges, and characteristics [Video file]. Retrieved from https://www.youtube.com/watch?v=tYvoF9m2soU

Santos, I. M., Ali, N., & Hill, A. (2016, January). Students as co-designers of a virtual learning commons: Results of a collaborative action research study. The Journal of Academic Librarianship, 42(1), 8-14. Retrieved from https://sjsu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_sciversesciencedirect_elsevierS0099-1333(15)00212-8&context=PC&vid=01CALS_SJO&search_scope=ALL_ARTICLES&tab=articles&lang=en_US

Info 233 Learning Journal, Week 5: Culturally Responsive Teaching & Leading

This week I have begun the wonderfully informative task of peer reviewing my classmates’ Emerging Trends Project drafts, one of which concerns culturally responsive teaching, a topic about which I have long been passionate.

My school does not have a particularly diverse population, but that, to me, does not make supporting cultural responsiveness and social equity any less important. As a high school English teacher, I have endeavored to be culturally responsive in a variety of ways, including: decorating my classroom with posters that are representative of various cultures; researching and collaborating with other teachers to integrate works by authors from non-dominant cultures into the curriculum; and furnishing students with materials that provide multiple cultural viewpoints, such as PowerPoints that present numerous cultural perspectives on historical events that have catalyzed literary movements. Such actions may be categorized according to three of James Banks’ four levels of multicultural curriculum reform: the contribution stage, in which one concentrates on the superficial facets of culture; the additive stage, in which one investigates and adds cultural content to the curriculum; and the transformational stage, in which one achieves a curriculum transformation, as students learn to understand and appreciate their and others’ cultures through engagement with cultural content, respectively (Summers, 2010). Additionally, in order to celebrate cultural diversity, my school has implemented a student-led, activities-filled Multicultural Week, which seems to gesture towards Banks’ Social Action Stage; however, at this fourth level, not only do students study social concerns rooted in their own communities to empower them and strengthen their critical thinking skills, but staff members also encourage parents and community members to participate in the discussion of community issues to build a more meaningful bridge between the school and the home (Summers, 2010). I believe that this highest level should be that to which my school aspires, and I am committed to partnering with other staff members to foster more student, parent, and community involvement year-round, perhaps through committees and forums. Moreover, through my increased involvement, I also hope to help my school broaden its definition of culture beyond ethnicity, race, and nationality to include other underserved populations, such as those based on physical differences – such as being hearing or vision impaired – and sexual orientation.

How can I continue to support cultural responsiveness in my eventual role of teacher librarian? Lori Mestre (2009) points out that it is important for teacher librarians to develop culturally responsive instruction because if students have a more positive library experience and come to believe that school librarians care about – rather than judge or disrespect – them, learners will be more likely to seek help and utilize library resources to enhance their learning. Laura L. Summers (2010) asserts that school librarians are natural models for culturally responsive leadership because they interact with all students, and they can promote student achievement through building trust with students, valuing and enacting cultural awareness, motivating students by making their learning relevant and creating a library environment that is attractive to various cultures, and connecting students to each other through intercultural collaboration in an inclusive library environment that is based on respect. Thus, beyond constructing cultural displays, I will aim to be a culturally responsive teacher librarian in many ways, such as: learning students’ names; transforming the library into a year-round multicultural gallery of student work; hosting cultural club events; educating myself more about students’ cultures through increased contact with the community; designing and implementing lessons that are purposeful and relevant and are based on cooperation and encourage intercultural discussions; inviting authors that represent non-dominant cultures to speak at the library; selecting materials that celebrate and reflect students’ cultures; encouraging students to create and share cultural content, such as blogs; and leading teachers to integrate cultural content into their curriculum. Shelly Buchanan (2017) suggests that school librarians join various teams, such as the administration team and subject matter teams, in acting as leaders to renovate programs. Therefore, I also plan to become a member of such groups to promote cultural responsiveness on campus. Given that our world is becoming increasingly diverse and populations of underserved students are growing, this is a necessary and worthy undertaking.

 

References

Buchanan, S. (2017, January 17). TL as school leader [Video file]. Retrieved from https://sjsu-ischool.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=680698d9-80ee-4c90-9bba-56a4e7a01f38

ChangeKidsLives.org. (n.d.). 3 steps to take in becoming a culturally responsive teacher [Digital image]. Retrieved from http://www.changekidslives.org/thoughts-4

Mestre, L. (2009, February). Culturally responsive instruction for teacher-librarians. Teacher Librarian, 36(3), 8-12. Retrieved from https://sjsu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_gale_ofa195325714&context=PC&vid=01CALS_SJO&search_scope=ALL_ARTICLES&tab=articles&lang=en_US

Not Just Books. (2015, June 24). Episode 8: Libraries and diversity [Video file]. Retrieved from https://www.youtube.com/watch?v=984Tpmq7eu8

Summers, L. L. (2010, March/April). Culturally responsive leadership in school libraries. Library Media Connection, 28(5), 10-13. Retrieved from https://sjsu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_ericEJ886017&context=PC&vid=01CALS_SJO&search_scope=ALL_ARTICLES&tab=articles&lang=en_US

Tedx Talks. [TEDxTalks]. (2014, November 7). Why cultural diversity matters | Michael Gavin | TEDxCSU. Retrieved from https://www.youtube.com/watch?v=48RoRi0ddRU

 

Info 233 Learning Journal, Week 4: Peer Response Regarding the International Impact of OER

My Emerging Trends Project group has built a website to share with others, namely teachers at our school sites, to provide them with information and resources regarding Open Educational Resources (OER). I would like to respond to one such esteemed group member Evelyn Hudson’s (2017) blog post “Open Educational Resources (233: Week 4 Reflection),” as it addresses the international impact of OER. Although it is not a focus of our website, I have been thinking about OER in relation to developing countries.

Evelyn Hudson (2017) notes that through OER, “schools with few financial resources and an internet connection can access the same exceptional resources as resource-rich schools without fear of copyright infringement” (para. 2). I agree that this is a wonderful benefit of OER. As internet access has become common on school campuses, many staff members and students can have OER at their fingertips, which is especially helpful for school systems that are heavily constrained by budgets.

However, what about schools that lack technology, such as in developing countries? Richard C. Larson and M. Elizabeth Murray (2008) “propose a type of OER initiative that leverages not only technology but also the skills of the in-class teacher, that utilizes not only the Internet but also lower-tech delivery platforms, and that is created not only by developed countries of the West but also by educators in many countries worldwide” (p. 85). Because technology restrictions may pose a challenge to the adoption of OER in developing countries, technological minimalism can ensure greater access; for example, Blended Learning Open Source Science or Math Studies Initiative (BLOSSOMS) is an educational system that has created video modules instead of digital ones (Larson & Murray, 2010). Other major barriers to OER utilization in developing countries include differences in language and culture, as most Open Educational Resources are in English and are based on Western educational models, but the creation of a network of university professor module developers in developing countries could create a pool of culturally sensitive translators who could collaborate with Western module producers (Larson & Murray, 2010).

Evelyn Hudson (2017) also points out that another concern is that some developing countries are uninformed regarding OER; however, she relates that UNESCO will thus be focusing their OER efforts on the following five countries: Senegal, Oman, Kenya, Indonesia, and Kenya (UNESCO, 2017). I hope that such OER programs can eventually be expanded to other developing countries as well.

WMFPriority issues for OER. By TylerT , 2009. Used under Attribution-ShareAlike 3.0 (CC BY-SA 3.0).

Evelyn Hudson (2017) emphasizes the need for the creation of repositories containing high quality educational materials and suggests that staff members form a professional learning community, whose goal it would be to contribute Open Educational Resources to a website, such as the one we have created. This is an excellent idea that I, as a teacher and aspiring teacher librarian, hope to implement. I think it would be helpful for students to contribute their own OER as well; for instance, students could create and share video modules in their foreign language classes, which students in developing countries who speak those languages could access, with all parties learning in the process.

References

Hudson, E. (2017, June 27). Open Educational Resources (233: Week 4 reflection) [Blog post]. Retrieved from https://ischoolblogs.sjsu.edu/info/ehudson/

Institute for the Study of Knowledge Management in Education. [ISKME]. (2012, June 5). Game changer: Open education is changing the rules [Video file]. Retrieved from https://www.youtube.com/watch?v=6Z7kEgIGVKQ

Larson, R. C., & Murray, M. E. (2008, February). Open Educational Resources for blended learning in high schools: Overcoming impediments in developing countries. Journal of Asynchronous Learning Networks, 12(1), 85-103. Retrieved from https://sjsu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_ericEJ837471&context=PC&vid=01CALS_SJO&search_scope=ALL_ARTICLES&tab=articles&lang=en_US

Mireles, N. [nadiamireles]. (2012, June 5). Why open education matters [Video file]. Retrieved from https://www.youtube.com/watch?v=dTNnxPcY49Q

TylerT. (2009, October 2). WMFPriority issues for OER [Digital image]. Retrieved from https://commons.wikimedia.org/wiki/File:WMFPriority_issues_for_OER.png

UNESCO. (2017). World Open Education Resources Congress. Retrieved from http://www.unesco.org/new/en/communication-and-information/events/calendar-of-events/events-websites/World-Open-Educational-Resources-Congress/

Info 233 Learning Journal, Week 3: Open Educational Resources

I have long been accessing open educational resources (OERs) as a teacher. When I first started teaching, I found free online lesson plans – such as those available on lessonplanet.com – especially helpful in terms of providing me with lesson plan models and inspiration; however, my scope of OERs at that time was rather narrow. This past week, though, my Emerging Trends group and I located various enlightening sources as we conducted research on OERs, which helped broaden my understanding of them; one such source was the introductory video from Education Week (2017).

The United Nations Educational, Scientific, and Cultural Organization (UNESCO) defines open educational resources as “any type of educational materials that are in the public domain or introduced with an open license. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them” (Rivero, 2016, p. 5). OERs come in a variety of forms, from full online courses and open textbooks for students to videos and tests that teachers can adapt (Rivero, 2016). One of their many benefits is that they can help schools and students save money; thus, in increasing students’ access to educational materials, they can help create educational equity. Additionally, digital OERs can provide interactive learning opportunities and can be updated frequently, consequently remaining relevant, as opposed to potentially outdated printed textbooks that are expensive to replace. OERs also allow for collaboration that is free of geographic and financial restrictions, therefore aiding in the development of higher quality educational materials for deeper learning. The primary purpose of OERs, after all, is concerned with the human right to high quality education.

How can I one day utilize OERs as a teacher librarian? Of course, OERs may be utilized for library instruction. Moreover, because searching for OERs can be an overwhelming and daunting task for teachers, I, as a school librarian, could – with teacher input and careful evaluation – develop digital curations of OERs, including those created by teachers. Teacher librarians can ensure that selected OERs are standards-aligned and are organized into appropriate units (Welz, 2017). I would also endeavor to be a campus leader in the OER initiatives movement, gaining staff support, joining OER committees (such as to identify a preferred and user-friendly OER platform), and providing professional development opportunities regarding OERs. Furthermore, because students require electronic devices to access digital OERS, I would be interested in spearheading a 1-to-1 pilot program involving Chromebooks, iPads, or other devices.

I could also collaborate with teachers to create and implement lessons that involve students in the creation of content, which could also be added to my OER curations. In connection with my last blog post, OERs can thus help motivate reluctant readers. As students use technology to make connections in their reading, they can develop and share various materials; capitalizing on the social aspect of reading in this way will likely cause students to invest more of themselves in the reading process and, in general, become more active participants in their own learning.

References

Education Week. [educationweek]. (2017, April 17). Open Educational Resources: Some basics [Video file]. Retrieved from https://www.youtube.com/watch?v=7p1jsMeuq8g

Rivero, V. (2016, November/December). Open Educational Resources: Ensuring equity of access to education resources for all students. Internet@Schools, 23(5), 4-7. Retrieved from https://sjsu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_gale_ofa468770715&context=PC&vid=01CALS_SJO&search_scope=ALL_ARTICLES&tab=articles&lang=en_US

Welz, K. (2017, March/April). School librarians and open educational resources aid and implement common core instructional content in the classroom. Knowledge Quest, 45(4), 62-68. Retrieved from https://sjsu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_ericEJ1136303&context=PC&vid=01CALS_SJO&search_scope=ALL_ARTICLES&tab=articles&lang=en_US

Info 233 Learning Journal, Week 2: Utilizing Technology to Motivate Reluctant Readers

For this past week’s School Library Management Reading assignment, most of the articles I read discussed the use of technology. Therefore, in connection with my first learning journal entry, I have been wondering: how may I use technology to motivate reluctant readers and better equip them to succeed in our media-driven culture?

As a high school teacher, I have seen how attached the overwhelming majority of my students are to their smart phones – it is almost as if their phones are appendages of their own bodies; unfortunately, their phones have become so distracting that I have put a system in place that requires students to keep their phones in assigned cubbies for the duration of the class period, though I occasionally permit phone usage for educational purposes when it seems appropriate and beneficial, such as for research. While I do not allow them to use their phones for Sustained Silent Reading, as I cannot verify that students are actually reading books on their phones, I do permit the use of Kindles and other such devices for this activity; I certainly understand the appeal of such e-reading devices, as they are portable, allow for annotation, may contain many texts, and can have audio features for auditory learners. E-readers can also seem less frightening or overwhelming (Kimmel, 2012). Therefore, if reluctant readers are able to have access to e-readers, they may be more willing to approach texts through this technology. Reluctant readers may also be more likely to read books that are popular with their peers, of which there may be a limited supply in the school library; e-books – some of which are web-based, can be downloaded, have online text features, have audio options, and do not require e-readers – can also allow students access to popular books without waiting lists (Steingraeber, 2012). Therefore, as a librarian, I would like to partner with teachers to pilot e-books.

As a teacher, and eventually as a school librarian, I intend to teach students how to load book apps onto their electronic devices so that even when they are not in my classroom, they will nearly always have access to (potentially free) literature. Book apps can moreover enhance the reading experience through multimedia, allowing students further opportunities for exploration and connection (Kimmel, 2012). Using technology to connect to the social side of reading can also help motivate reluctant readers to become part of reading communities. For instance, I plan to recommend that students explore sites such as Goodreads for reading recommendations; Goodreads appeals to the social aspect of reading because it allows readers to follow and message other readers in addition to commenting, and youth bloggers and fanfiction sites provide additional sharing and recommending opportunities (Kimmel, 2012). Students can also be encouraged to create their own blogs or Facebook reading groups, for example, to share and discuss reading suggestions; reluctant readers may thus become more motivated through personally investing in purposeful acts of content creation for peer audiences. Furthermore, school libraries can use technology to advertise popular literature – perhaps through staff and students’ creation of multimedia book trailers using Animoto – and tailored reading lists, as well as alert students to new books or “read-alikes”; libraries can also create QR codes that allow students to extend their knowledge of books in a variety of ways (Kimmel, 2012). I hope to implement some of these ideas as a school librarian, in addition to creating a digital curation. Technology can also be used to differentiate instruction (Conradi, 2014). Appealing to reluctant readers’ learning styles can help motivate them as well.

My school’s English Department is adopting new textbooks for the forthcoming school year, which have a heavy digital component, so I am looking forward to seeing how students can make digital connections in their readings, such as through the making and sharing of digital annotations, and how that affects readers’ motivation.

References

Conradi, K. (2014, November). Tapping technology’s potential to motivate readers. Phi Delta Kappan, 96(3), 54-57. Retrieved from https://sjsu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_ericEJ1045884&context=PC&vid=01CALS_SJO&search_scope=ALL_ARTICLES&tab=articles&lang=en_US

Kimmel, S. (2012, March/April). Deep reading: Using technology to engage, connect, and share. LMC, 30(5), 10-12. Retrieved from https://sjsu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_gale_ofa298115242&context=PC&vid=01CALS_SJO&search_scope=ALL_ARTICLES&tab=articles&lang=en_US

Steingraeber, K. (2012, August/September). E-books draw a crowd! LMC, 31(1), 30-33. Retrieved from https://sjsu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_gale_ofa305000873&context=PC&vid=01CALS_SJO&search_scope=ALL_ARTICLES&tab=articles&lang=en_US

Info 233 Learning Journal, Week 1: Motivating Reluctant Readers and Teachers

I have spent the past decade working as a high school English teacher because I love literature and want to inspire others to read for pleasure as well. Thus, a focus of mine will continue to be motivating reluctant readers,  even when I become a school librarian.

Beyond connecting core and supplemental texts to students’ prior experiences and interests in order to make these works more relevant to them, I have encouraged my students to explore literature through the reading of self-selected books during Sustained Silent Reading, as I choose to believe that students who think they do not like to read just have not found the right book  – or author or genre – yet. In my classroom, many reluctant readers have thus become less reluctant through the opportunity of choice. Since S.S.R. has been successful in my classroom, this is something I hope to encourage teachers to implement when I am a school librarian. I can imagine, however, that some teachers will be reluctant to institute S.S.R. without its being more directly tied to the curriculum. How, then, do I make such connections between students’ independent reading books and the assigned literature in order to improve students’ understanding of assigned texts? Self-chosen books can be related to the unit of study, school librarians can create book displays connected to such areas of study or specific classroom activities therein, and school librarians can help teachers develop collections of appropriate content-rich works that still allow students choice based on their interests as they pertain to those collections (Bokelman, 2005). I would also suggest to teachers that these collections include graphic novels, which my students have often chosen to read during S.S.R. Although teachers may be reluctant to add graphic novels to their collections, these titles are not only enormously popular with many students, but they also cover serious topics and communicate meaningful themes (and thus are natural supplemental pieces – whether they be biographies, historical fiction pieces, or nonfiction works – to existing curriculum texts), are challenging and require the utilization of complex cognitive skills, and allow students to interact with an untraditional mode of writing, which is a worthy endeavor, given our media-dominated culture (Rick, 2011). Hopefully, I can use these points effectively to convince teachers to integrate graphic novels into their curriculum, as I add more graphic novels to the library collection to support that effort. In general, I believe student – and staff – needs and interests should help drive collection development; the library needs to stock books that will attract reluctant readers, so surveying students – such as via the library website – is key in order to do so.

In my classroom, I have also had success in motivating reluctant readers via audible reading (even at the high school level), readers’ theater, and student-led literature circles, which are other activities that I, as a librarian, would encourage teachers to implement. Such opportunities allow students to be part of a community of readers (Bokelman, 2005). In keeping with this belief that such book-focused social interactions can help motivate reluctant readers, and having recently spoken with a middle school librarian who found much success with book clubs, I would also consider hosting book clubs before school, during lunch, or after school in the library. However, would not the students who would join such book clubs already be highly motivated readers? This is indeed likely, but book clubs could still draw in reluctant readers, if not directly, then indirectly. Effective book clubs can serve as models for reluctant readers, who may even be pulled into the clubs if they are friends of members; reluctant readers may also be introduced to literature through members’ reading recommendations or book reviews, for peers are highly influential when it comes to students’ reading choices (Bokelman, 2005).

Just as I provide parents with information during Back to School Night, I also hope to engage in family outreach as a school librarian to extend the social aspect of reading motivation. While I could give a presentation in the library during Back to School Night, most parents would probably be more interested in visiting their students’ classrooms and meeting their teachers, so while the library would certainly be open for parents to drop by on Back to School Night, I would aim to host a family night on a different date. Beyond a single night, however, regular family nights – with or without planned activities – could be scheduled, and the library could also send home information regarding library activities  (such as the book clubs, which could even potentially include family members) and book recommendations (such as those the book club members could write) via newsletters (Bokelman, 2005). Such information could also be communicated to families through the library website.

I have also found inspiration in the work that my school’s current librarian is doing. For example, she hosts an event called “Blind Date with a Book,” through which classes and individual students are invited to the library to check out wrapped books – including those marked especially for struggling readers – with descriptive “personal ads” on their covers to pique students’ interest. As this event has proven successful with some reluctant readers, I hope to host it myself when I am a school librarian and possibly tweak it, such as also marking books for English Language Learners and including the “personal ads” on the library website for students to view in advance.

Lastly, I am aware that some readers are reluctant because they are struggling and may need extra support to improve their reading skills and thus become more confident. School librarians can refer struggling readers they observe to specialists and make sure that the library provides reading materials for students who are reading below grade level and for English Language Learners (Bokelman, 2005). As a librarian, it will continue to be my job to build students’ confidence in themselves as readers so that reading can be an enjoyable, meaningful activity for them.

References

Bokelman, M. (2005). How school librarians can motivate students to become readers. Current Studies in Librarianship, 29(1/2), 27-35. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ofm&AN=502952997&site=ehost-live&scope=site

Rick, J. (2011, October). Educate the educators about graphic novels: Five tips for success. LMC, 30(2), 34-35, 38. Retrieved from https://sjsu-primo.hosted.exlibrisgroup.com/primo-explore/fulldisplay?docid=TN_ericEJ959983&context=PC&vid=01CALS_SJO&search_scope=ALL_ARTICLES&tab=articles&lang=en_US