EVALUATION OF REFERENCE SECTION OF OUR LIBRARY

 Evaluation of Reference Section of our Library

Rationale: When evaluating our reference section of our library; I considered these criteria from Riedlings ; Reference Skills for the School Librarian  Tools and Tips 3rd edition: pg 21 to 23.

• content/scope

Our library is small in size but being a mixed aged Montessori school each class has their own small specific to age level reference section within their class. The content includes  several age/subject encyclopedias; dictionaries; atlases; thesaurus; almanacs;  and several magazines subscriptions. I have seen gazetteers used outside the library for example with a inquiry project called oercommons.org/courses/100-people-a-world-portrait/view"If the World  were 100 people".through Open Education Resources with the grade 5/6's. There is  not  a web based periodical library catolgue for searching but we use a card system.
Lacking presently is access to a database of any kind .  I spoke to the Information Technology Specialist and Principal and found out that they had subscribed to  BCERAC DATABASES but found that it wasn't being used very much and the 600 dollar fee per year was not worth it so they withdrew.(membership fee only; more below)
The scope I believe covers preschool to grade 8 which is our range.In the library we have two laptops but no access to educational database or display of student friendly search sites.In classroom there are a set of about 10 laptops in a class  of up to 24 students starting in grade 3/4 and a few in grades 1/2 On one shelf there is a small maker space area and educational games. Being a Montessori School there is  a section on the philosophy and Montessori education development for parents and educators.

REFERENCE IMPROVEMENT GOAL;
 to introduce the possibility of subscription to a database  such as ebscohost. for schools  or more plausible  and relevant to British Columbia content would be bcerac.ca assortment  of databases that are already evaluated and licensed for use by BC  schools. These include  two free ones ;knowbc.com  which includes the British Columbia online encyclopedia and Mediasmarts.ca about internet safety /media literacy etc. For fee databases included are Worldbook online; Gale and EBSCO host.
I believe Information Fluency is an important skill  to learn how to access information using a database and it's an important component in becoming information literate by being able to access, use and evaluate online information for meaningful learning. The databases of the BC ERAC have been evaluated for student use so their relevance ans accessibility are established for the most part.

 Secondly the Sedin family foundation just announced a $500 grant  possible per  eligible schools in BC for early chapter books(grade 2 to 4) Thanks to Richard our instructor for passing this news of 70,000 titles available DRM(Digital Rights Management) free.  Information is also posted on the  website  :BC Teacher Librarian Association. . To apply only involves  the TL writing a paragraph on how and why your school could use books for early readers  Click here for more on EPSCO ebooks. My goal is to present this opportunity and see if there is interest to proceed in the application.

• accuracy/authority/bias
• authority is based on an item being reviewed by a group of peers with information being accurate and correct. Riedling suggests 5 years maximum for reference resources to be accurate especially atlases.
• biases is most important to be aware on the web /web 2.0 as well as magazines/newspapers ; Whose point of view is this? Does it appear biased/one sided?

Our school has an IT specialist who uses mediasmarts.ca to discuss internet awareness.

For insight into these topics the TL was aware of the BC Library Association and the Canadian  School Library ; Leading Learning document that has many helpful rubrics on development of a Learning Commons for the 21st century.
I suggested the School Library Journal and  Commonsensemedia for evaluative reviews by educators. The reference section appears to be updated and revised editions though one set of by subject- country encyclopedias were out dated

 If they enrolled with BCERAC it includes requests for evaluation of learning resources ;click here for more information bcerac.Evaluative services and requests. reviews are posted online and through their app for mobile devices.School educators can be involved in the evaluative process after completing a evaluator training course. Review abstracts are written for 2,149 literary resources(books/novels) filtered by age group etc.Reviews of Literature. Their selection of databases are evaluated and licensed.

• arrangement/presentation

Because our physical space is limited there is not a lot of room for change. I would suggest signage above the reference section and a poster with student friendly sites/icons beside the computer. A Symbaloo homepage would be helpful for students to click on because of the pictorial icons that are easily identified. This link is an example of a webmix for students where students can easily click on . One can be made just for digital reference resources too.
Making the online digital  resources more visible is the key. I did a quick search but found no posters that display common used websites/icons for students learning though the Symbaloo homepage could be printed out in colour for a visual.
 I would  also suggest the website of the Canadian  School Library ; Leading Learning document that has many helpful rubrics on development of a Learning Commons for the 21st century. Most helpful is fostering literacies to empower life long learning 

• timelines/permanence

This is hard to judge in general; it appeared the reference section was as relevant as print can be and I noted that most were revised; updated versions. Riedling suggests 5 years for  reference materials in general . My check of the reference section revealed most were updated revised versions in general. By displaying the reference digital websites would be helpful in giving students a more timely source up front. Though in general this is done within the mixed aged classes; such as  use of the online Canadian encyclopedia and BC encyclopedia. 

• accessibility/diversity

 There are audiobooks; and students use read aloud text sources  through utube read aloud books. Students use Google voice to text and text to voice at Google speech recognition My school does not pay a subscription fee for digital books.
For fee online books l would recommend ; ebooks on tumbleweed and Scholastic bookflix. My suggestion was with use of a GVPL library card the tumblebooks.com.  is available free of charge.  Tumbleweed offers  4 paid subscription  bundles for in school use of  a curated database:
1.Tumblebooks with 1100 titles for k to 6 grade(includes Spanish and French )
2.Tumblecloud  JR for Grade 3 to 6 with 550 titles
3. Tumble Book Cloud for middle/High School
4. AudioBook Cloud; curated database of audio books

This website ;readingrockets  is very useful in helping struggling readers and gaining insight into their type of reading difficulty.(dyslexia; LD etc) 
International Childrens Digital Library is a culturally diverse free children's fiction books that have been translated into many languages and as a web 2.0 resource members can share lessons and feedback. I would suggest a link to their homepage( can add to Symbaloo mix) and posting their website beside the  computers as well as listing in the monthly school newsletter for parents/teachers to access this free reading resource.
 BCERAC also includes culturally responsive resources  embedded into their database collection called ;Taking your Seat at the Fire; embracing the Aboriginal perspective. This is another reason to promote the re implementation of the database as our school very much honors diversity.

From BCERAC website

• cost/policies

The  library policies were a generalized  summary of the major goal of the library drawn up by the Pacific Montessori society.The statement was a basic description of different types of non fiction and fiction print resources and the library was nicknamed; The Bears Den to represent the positive attributes such as courage; confidence; rest and relaxation etc. This personification of a bear I feel is a great idea for what a library can mean and create within a student.  They have an annual Scholastic book fair which this year they made $6,400 to help with the library budget.

I feel that students  resource learning also takes place in my schools situation mostly within their  mixed ages classes so the learning commons concept is within the class.There are plug ins for computers ; mixed groupings on tables and a quiet carpeted; pillow area to read and a separate reference area generally in each mixed aged class.
 Though having greater access to online databases such as BCERAC  I feel would enhance their inquiry based learning and help direct students to more easily accessible relevant information then print or Google searches in most cases.  Access to the World books databases leveled by age group in particular will give students readable and up to date research information as students do a lot of inquiry/research assignments so this direct access would enhance their learning rather then the most likely Google search.  Information fluency is an important life long learning skill that is key in the digital economy and access to a database would help with this. Riedling ;defines Information fluency as"determining the accuracy, credibility, and relevance of a source, and selecting the most useful resources fora particular need".(page 115)
 To summarize below is the list when advocating for a database and knowing precisely  what is offered by BCERAC when communicating with the principal;IT specialist and TL and other colleagues;  

The BCERAC CORE COLLECTION IS;

•  KnowBC/ BC Encyclopedia-free
• MediaSmarts-(online safety)-free
• EBSCOHOST- 3 databases based on age(primary;middle and novelist for grades 4-7) and MasterFile; Canadian Reference Context; Consumer Health Complete( grades 8-12)
• GALE databases are;Global issues in Context;Science in Context;Canada in Context and National Geographic Kids Canada in Context
• My Blueprint Education-(grades 8 to 12)
• French L'encyclopedie Decouverte
• WorldBooks :Early World of Learning Kids (K-2);Discover (3-9);Timelines(3-9);Student(3-9) Advanced (3-9); Science Power(3-6)   

1. Main objectives to  attempt  to implement

• A.   Using the CBAM Model re- implement a  cooperative database  of BCERAC; in trying to create a positive shift in the application and purpose of using a database. For me I realize that if I'm attempting to create a shift I need more information so my objective is to understand the databases offered and the cost side of it fully.  Using the CBAM model I am on the INFORMATIVE  expression of concern and  ORIENTATION on behavioral  in taking the initiative to learn more about it.
• B. Use of Action planning Appendix 2 from Leading Learning By Canadian School Libraries is a working document titled Teacher -Librarians \Leading Transitions in the Learning commons to Boost Student Achievement. Since the TL is often the leader in creating change this is a useful working document.
• I filled it out as an example; I'm not in a teacher Librarian role presently. I found it helpful to gather information to begin a shift; I would also share the 'Big Idea" cross curricular examples  for kindergarten to grade 12 as suggestions on application of the databases on their website ;bcerac.ca/curriculum-connection/

CSL LEADING LEARNING APPENDIX 2

• B.  Apply to  Sedin family early reader grant april 1st deadline

2. How could a  database be implemented?

• speak to principal to get feedback. is it in the budget if there appeared like there was enough interest? (indication is it wasn't used very much for the cost) Then she would need approval by The Pacific Montessori society.
•  contact  BC ERAC directly to clarify pricing and databases offered?:  I was told it was a dollar per student per year. 
• I phoned the contact number in Vancouver to get the details as follows the annual membership fee is $600 for up to 399  full-time equivalent students and $800 for up to 999 FTE students. I then checked out the website more in depth and learned about the CORE A la CARTE OPTIONS where I read the pricing is one dollar per fulltime student per year for the CORE collection of databases(see list below) this was confusing for me because when I spoke to the representative and asked the price she only indicated the membership fees which I had assumed it included use of the database( like when you go to a gym you get to use the gym too!) but it didn't and  when  she  was explaining  she did not mention that there was also a user fee on top. I had to call back to clarify and she was not very helpful. I also asked to clarify what exactly was in the Core and in the A La Carte options that could be added on to the CORE. I was told because I'm not a member she would not give vendor prices for the A La Carte offerings. I found the  EBSCO Host icons hard to read on their website for the extras and no where were they listed unlike the core databases so I requested their names.  The EBSCO host databases pay for each use are (A la Carte) 

1. Professional Development
2. Novelist Plus
3. Academic Search
4. Business Search
5. Canadian Point of View

1.   I would keep in mind the CBAM model and generally where they are on it when addressing the TL and principal formally and other teachers in an informal conversations as to their feedback on the BCERAC use (when in use last year) . Did you use the BCERAC Database? which databases were most useful for your students? (World books etc) Why do you not utilize it much? Were there any problems with the operation of the databases? How was the navigation? Do you think it was worth the cost? In general I would guess the school educators are on the 4th level of expression of concern;How is my use affecting learners? How can  I refine  it to have more impact? I would estimate that the majority of  educators are between  the Mechanical and Routine Behavioral indicators on the CBAM model. 

• I would suggest  to our principal on the May Pro d day that we have an information session  put on by the professional support team at BCERAC this can be a full;half or 75 minutes  bcerac.ca/professional-support/ for more information.
•  Unfortunately after contacting them BCERAC does not do any inservices unless you are a member and paying the annual fee so :
• I would educate myself as much as possible with the Vimeo video clips and power point templates that are provided online under professional support to further explore and make curricular connections and share them formally with the Teacher Librarian and principal and share possible implementation with colleagues.  Active listening and communication are key to create an environment where a positive shift may happen. 
• implementation of BCERAC- digital flyer put out by BCERAC explaining their rationale to share with TL and principal
• Continue the conversation around the skills learned by using a database and how his is important for the learning of 21st century learner. NCTE statement of 21st century Learning has 6 major goals; one being" Manage,analyze and synthesize multiple streams of information"  a skill that can be learned by teaching the proper use of  educational databases.
• A key role of TL's is to advocate and teach students how to learn effectively by selecting of best resources  and practicing the skills of  information fluency .
• The use of databases also promotes the use of INQUIRY based  and research learning where its a more open based discovery within a framework because children can access relevant accurate and readable information more easily. The Points-of-inquiry-poster- can be displayed explaining the inquiry process on the BC TL website. The use of a database also helps with relevant understandable research searches and incorporating  the Research Quest inquiry method.For more information check out;   Research Quest Power Point;  the research steps are: 
• FOCUS;FIND;FILTER PROCESS;COMMUNICATE AND REFLECT.
• By understanding the importance of information fluency in advocating for a database I found these videos  helpful:
• BELOW; videos explaining the importance of information fluency; From Utube
  
  

3.How will  the Sedin  Family Foundation  book Grant possibility be implemented?

• email principal with link to suggest the possibility to go ahead with applying to grant; and follow up next day
• I did follow up and she sent it to the TL to complete and follow up with TL.

Follow up

 For success of this implementation I would use this  rubric. canadianschoolibraries advancing-learning-community/.It outlines with a descriptive paragraph the key themes and players involved in the gradual implementation of advancing the learning community to achieve school goals. The main themes graduated from;

1. exploring
2. emerging
3. evolving
4. established
5. leading into the future

• THE MAIN THEMES ARE:
• planning for school improvement
• principal collaborative role
• teacher librarian role
• teacher collaboration
• support staff collaboration
• district administration and consultant role

A second rubric reaching beyond is Facilatating collaborative engagement to cultivate and empower a community of learners

Also helpful is looking back at the Concerns Based Adoption Model  to see if there was a positive shift in the  colleagues and how my influence and awareness influenced their shift as  I attempted to take a positive shift too in learning more about the BC ERAC database and its uses and cost within our school.
The discussion/interactive constructionist approach to learning in this class helped in being able to know what to evaluate for and how to attempt it when making a positive change within a Learning Commons. Being able to adapt and initiate positive change is an important skill for Teacher Librarians by communicating effectively  with all players and being able to provide the knowledge and rationale to initiate change that will ultimately benefit all members of the school community and beyond as students continue their life long learning.

RESOURCES;

OER Commons. (2018). 100 People: A World Portrait. [online] Available at: http://www.oercommons.org/courses/100-people-a-world-portrait/view [Accessed 26 Mar. 2018].

Ebscohost.com. (2018). eBooks and Audiobooks for School Libraries | EBSCO. [online] Available at: https://www.ebscohost.com/ebooks/schools [Accessed 26 Mar. 2018].

Bcdc.bcerac.ca. (2018). Access – Introduction – BCDC. [online] Available at: https://bcdc.bcerac.ca/access/ [Accessed 26 Mar. 2018].

dag, p. (2018). Home -- KnowBC - the leading source of BC information. [online] Knowbc.com. Available at: http://knowbc.com/ [Accessed 26 Mar. 2018].

Mediasmarts.ca. (2018). MediaSmarts. [online] Available at: http://mediasmarts.ca/ [Accessed 26 Mar. 2018].

BC Teacher-Librarians' Association. (2018). BC Teacher-Librarians' Association. [online] Available at: https://bctla.ca/ [Accessed 26 Mar. 2018].

EBSCO, A., Stability, F., Responsibility, C., Center, N., Are, W., Services, P., Cloud, E., Technology, S., Administration, S., Design, U., Serve, W., Libraries, A., Agencies, G., Organizations, H., Libraries, P., EBSCO, W., Partnerships, S., Commitment, O., Expertise, I., Research, U., Workflow, Y., Lists, T., Partnerships, P., Us, C. and Center, N. (2018). Press Releases | News Center | EBSCO Information Services, Inc.. [online] Ebsco.com. Available at: https://www.ebsco.com/news-center/press-releases [Accessed 26 Mar. 2018].

K12.bcerac.ca. (2018). K-12 Resource Collection | ERAC. [online] Available at: https://k12.bcerac.ca/ [Accessed 26 Mar. 2018].

Symbaloo.com. (2018). Student Websites. [online] Available at: https://www.symbaloo.com/mix/studentwebsites33 [Accessed 26 Mar. 2018].

Llsop.canadianschoollibraries.ca. (2018). Fostering Literacies to Empower Life-Long Learners – Leading Learning. [online] Available at: http://llsop.canadianschoollibraries.ca/fostering-literacies/ [Accessed 26 Mar. 2018].

Google.ca. (2018). utube read aloud books - Google Search. [online] Available at: https://www.google.ca/search?rlz=1C1GCEA_enCA756CA756&q=utube+read+aloud+books&nfpr=1&sa=X&ved=0ahUKEwiCvefl4PjZAhViwFQKHeJECHQQvgUIJygB&biw=1536&bih=734 [Accessed 26 Mar. 2018].

Chrome.google.com. (2018). Speech Recognition SoundWriter - Google Docs add-on. [online] Available at: https://chrome.google.com/webstore/detail/speech-recognition-soundw/idmniglhlcjfkhncgbiiecmianekpheh?hl=en [Accessed 26 Mar. 2018].

Tumblebooks.com. (2018). Tumblebooks - Read Watch Learn!. [online] Available at: http://tumblebooks.com/ [Accessed 26 Mar. 2018].

Reading Rockets. (2018). Helping Struggling Readers. [online] Available at: http://www.readingrockets.org/helping [Accessed 26 Mar. 2018].

En.childrenslibrary.org. (2018). ICDL - International Children's Digital Library. [online] Available at: http://en.childrenslibrary.org/ [Accessed 26 Mar. 2018].

Nationalacademies.org. (2018). The Concerns-Based Adoption Model (CBAM): A Model forChange in Individuals. [online] Available at: http://www.nationalacademies.org/rise/backg4a.htm [Accessed 26 Mar. 2018]

.NCTE. (2018). The NCTE Definition of 21st Century Literacies - NCTE. [online] Available at: http://www2.ncte.org/statement/21stcentdefinition/ [Accessed 26 Mar. 2018].

Llsop.canadianschoollibraries.ca. (2018). Advancing the Learning Community to Achieve School Goals – Leading Learning. [online] Available at: http://llsop.canadianschoollibraries.ca/advancing-learning-community/ [Accessed 26 Mar. 2018].

Riedling, a. (2013). reference skills for the school librarian tools and tips. 3rd ed. Houston: Linworth.

Commonsensemedia.org. (2018). Reference and Research Apps and Websites. [online] Available at: https://www.commonsensemedia.org/lists/reference-and-research-apps-and-websites# [Accessed 26 Mar. 2018].

CASE STUDY USING CBAM AND INTEGRATION MATRIX

FACILITATING POSITIVE SHIFT IN USE OF REFERENCE RESOURCES WITH EDUCATORS;

 I choose  the; CONCERNS BASED ADOPTION MODEL and the University of Florida's TECHNOLOGY INTEGRATION MATRIX for teachers that takes into account ;WHERE a teacher is in their journey with resources and HOW they use can/are being within meaningful learning environments.

I decided to use this matrix along with the CBAM and in particular the Expression of Concern chart to emphasis the psychological/affective side because I felt this combination gave me the most direction in how to proceed when making a change. The 5 by 5 matrix refers to technology BUT I feel as is done in the CBAM models that the word INNOVATION or NEW PRACTICE can be used in place of technology and in this assignment I am referring in particular to reference resources whether digital or print. 

University of Florida Technology Integration Matrix

The point IS  OUR ROLE AS TEACHER LIBRARIANS IS TO HELP STUDENTS ACCESS AND UTILIZE THE BEST RESOURCES FOR THEIR INQUIRY/PURPOSE. 
The CBAM model of expression of concern indicates the feelings and questions that a teacher would have based on their level of concern and the behavioral chart is the physical expression of where they are at. By understanding this the facilitator ( myself in this case) can be more effective in assisting them to progress.
CLICK HERE; for EXPRESSION and BEHAVIORAL INDICATORS of the CONCERNED BASED ADOPTION MODEL


Typical Expressions of Concern about an Innovation/ Table 3.

Stage of Concern	Expression of Concern
6. Refocusing	I have some ideas about something that would work even better.
5. Collaboration	How can I relate what I am doing to what others are doing?
4. Consequence	How is my use affecting learners? How can I refine it to have more impact?
3. Management	I seem to be spending all my time getting materials ready.
2. Personal	How will using it affect me?
1. Informational	I would like to know more about it.
0. Awareness	I am not concerned about it.

I will outline 2 teachers and their pedagogical practice; where they are in the matrix in how they use reference resources in their own practice and with students. I will give them fictitious names to distinguish them apart.

CASE 1- Sue

Sue is a 59 year old teacher who has taught for about 30 years in a mixed aged class of grades 5 to 6 and holds on to her tried and true way of class procedures and instruction.She is comfortable and routine in her procedures.On the expression of concern chart she is on the 3rd pier at PERSONAL on EXPRESSION and PREPARATION for BEHAVIORAL INDICATORS and on the MATRIX with her integration practice of resources my estimation she is at the ENTRY LEVEL.

Students are monitored in their work with a singular common outcome in most cases with little variation.

Sue uses print resources and some technology herself but not with too much meaningful integration.Lessons are often given with a smartboard to all children or in one grade at a time where sue uses a smartmarker  to emphasize teaching on the board .Concrete materials are used as examples by her and sometimes pairs use them for a short time or for remedial use.

There are laptops available and students who prefer not to hand write use them for  word processing (substitution) and sue uses the internet for her individual research and students may use laptops for "research" individually when directed by Sue but no explicit teaching of reference research skills or list of reliable websites. are given. There  are reference resources in the class; dictionaries; thesaurus and atlas but not used  by students very much.The students primarily are listening and watching technology .Sue decides how and when  the resources are used by students.Sue generally corrects assignments with little input from students.

CASE 2 TOM
TOM is a 45 year old teacher of grades 4/5 who is more proficient and aware of  using more innovative resources like digital encyclopedias and using the web in conventional ways and guides students through the steps one by one  together in a sequence with a common or group goal picked by him.There are print versions of reference resources in the class but they are rarely used. Research is generally done individually are not used in collaboration.  The smartboard is used regularly and some meaningful content is talked about while students watch and listen .Educational videos are played for all students to watch with generally lower order questions at the end. Tom generally picks out the resources and directs students though they have a choice sometimes on their topic and those whose handwriting is difficult use keyboarding on a laptap and co writer to help with spelling.

In my estimation on the matrix  Tom is in the ADOPTION Level of integration of resources and 4TH PIER on the CBAM MODEL with CONSEQUENCE EXPRESSION OF CONCERN and ROUTINE BEHAVIOR INDICATOR.

MAKING A GROWTH FLOW TRANSITION ; INVOLVES:
1. Active listening to thoughtful questions
2. Competent understanding of innovative uses of reference resources
3.Relaying this knowledge to help a colleague advance in their use and application for their environment

Theories of change  CBAM MODEL ;from the US Children's summit   summarized  the process like this:
What Do We Know from Research About Change in Teacher Practice? • Change is a process, not an event. • Change is accomplished by individuals, not institutions. • Change is a highly personal experience. • Change involves developmental growth. • Facilitating change requires focusing on individuals, innovations, and the context.

Case 1 Questioning  to pose:
Questions that Sue  at the PERSONAL  EXPRESSION LEVEL and PREPARATION BEHAVIORAL LEVEL and ENTRY INTEGRATION LEVEL are:
 How will it affect me? How will this new introduction of a change on practice affect me? How will I incorporate it into my practice? what do I need to learn?what skills do I need? Sue has decided  that she does want to integrate a new innovation but just needs scaffolding assistance to bring it into practice. Sue is preparing herself emotionally and cognitively adopting new innovations. Sue is at the stage where she has decided that she wants to grow; has some information and is inquiring how to implement it in a conventional way for now.Sue is beginning to move beyond her own needs and concerns and how this new innovation can be integrated and her personal  capacity to mange it.
The questions to pose to bring her to the next level to MANAGEMENT EXPRESSION and MECHANICAL BEHAVIORAL and ADOPTION INTEGRATION;
When can we get together to learn about  this new resource ? What skills do you feel you are lacking? How are you feeling about this change?  Can you come and observe it in practice? What adaptations do you need for your environment? how do you picture using it? Why do you choose to learn this new practice? what would you change or add? Using ACTIVE LISTENING SKILLS is key to fully being a successful mentor and being clear what your purpose and skills are that I  or another mentor brings.

Case 2 Questioning to pose;
Tom has accepted and has some knowledge in use of innovative resources but wants to adapt and grow more proficient and use the tool ina more exploratory way.
Questioning that Tom at the MANAGEMENT EXPRESSION LEVEL ; MECHANICAL BEHAVIORAL LEVEL and ADOPTION INTEGRATION LEVEL are: Why am I spending most of my time and energy on the application?; what can I do to have a greater impact on my students learning? what can I eliminate or add to use this  resource ? How can I explore the possibilities? What skills and information do I need to advance in applying this resource in a more meaningful way? How is the use affecting learning? Is this worth it?
The questions to pose to bring him to a higher level of CONSEQUENCE EXPRESSION LEVEL;ROUTINE BEHAVIORAL and ADAPTATION INTEGRATION  are:
What is working for you?What is not working?What skills; information do you need to help you advance in your use becoming more routine? when is a good time to meet to help you? What impact have you found on your students learning? what did you change? add? keep? what adaptations can you make for special needs in your environment? How do you feel about your growing proficiency in improving your practice?How can you evaluate the impact on students learning? How can you evaluate your use of new innovations?

2. REFERENCE RESOURCES TO INTRODUCE; APPLY and INTEGRATE;
This is list of reference resources that I feel confident and proficient in to share with colleagues when making a transition: for reviews by educators check out commonsense media and school library journal at reviews/reference/world-records-atlases-galore-reference-works/.

DIGITAL REFERENCE RESOURCES:

• kpedia- 700,000 plus articles;Kiddle search engine(child based)kiddle includes kimages and videos
• coolfactsforkids.com-website put together by a mom and 8 year old daughter; limited content easy to read
• knowbc.com includes  online encyclopedia of BC  and of raincoast place names and more-free for all schools in BC)   knowbc/Searching this page explains the many search options
• canadianencyclopedia.ca-everything Canadian at a readable level with links; searchable
• statcan.gc.ca;Canadian statistics ; searchable alphabetically by subject and by key resource such as data tables; articles; maps etc
• scholar.google Google Scholar-bibliographic database; serachable by relevence/date; free abstracts; full text costs money; scholarly literature in many disciplines.high school level and up
• dkfindout.com-great for young readers(up to grade 6) with the colour picure/text  subject and subheadings to click on. Picture links to further learning.Includes videos and a quiz and DK supplementary books that can be purchased on subjects. 
• bcerac.ca-most schools in BC are a member(mine is not so I do not have first hand use) co-operative that evaluates,licensing and acquisition of print and digital resources. Resource training offered; helpful in bringing staff to a higher level of resource use. EBSCOhost database and World book e-encyclopedia age leveled series  etc;
• Smithsonian learninglab-I discovered this on my Twitter feed and explored it.  American based; not comprehensive as a reference source but brings in many formats; video images;audio and is a global sharing platform. Unique in its artists collections; can search by subject /collection 
• Scholastic education technology resources; this a set of paid subscription resources including the reference resource of Grolier online of 8 databases for grades 4 to 12
• OER shared resources; open education; educators share lessons; videos; games. simulations etc. I found the Geo Gebra provider useful for geometry/factions and searching under interactive display.This link is an example. Can search by subject/grade.
• findingdulcinea.com-check out review on commonsensemedia;coined "the librarian of the internet) web subject searches; bibliography of top web sites based on search; has "sweetsearch" option for sites evaluated for reliability

professor Noggin card fact games(set of 38)

PRINT REFERENCE RESOURCES;

• Encyclopedia of British Columbia; harbour publishing;2000 year; 4000 entries;100's of photos, tables,charts,maps,200 plus contributors
•  Scholastic reference list ( I have used scholastic resources alot and found them accurate and readable and they give back to schools with sales) reference resources include;
• scholastic.biographies-5 series set; artists,inventors,leaders,explorers,greats (5 in each)
• scholastic.almanac-for-kids-2016-relevant facts and stats
• scholastic-canada-childrens-atlas-of-the-world-revised-edition(2015) readable;easy to understand;lots of pictures
• scholastic-childrens-atlas-of-canada-revised-edition;includes topographial nad political map;helpful pictures to determine natural resources; gazeteer at back; includes Indigenous group names which is often overlooked
• scholastic series canada-close-up-  21 in set includes all provinces and territories plus weather and animal topics
• scholastic-childrens-thesaurus-revised-edition;500 alphabetical entries;2.500 synonyms suited for young readers; includes example sentence and tip boxes; it had a very positive review for the School library journal
• dk children encyclopedia (2009)New-Childrens-Encyclopedia-DK
• Professor Noggin set of 38 fact card games; subjects;science;geography;history;nature and more. She even takes suggestions of topics!.professornoggin.com( can be used for research and a fun assessment)

This video was useful because it explains the movement from bottom up from ME to IT to US; and reminds facilitators that this can be a long process of change. Taking as long as 5 years to get to the refocusing stage.

UTUBE;FERDI SERIM

CASE 1

To facilitate how to utilize this new resources for Sue I also considered the integration matrix(above) to mentor Sue from entry stage to adoption stage allows students more control of their learning with new innovative resources rather then sue monitoring it step by step  and using collaboration more so then individual only interaction. Cross curricular uses are explored and making connections to outside of school.Sue is expanding to bring technology beyond primarily her  personal use  such as her direction of the smart board for lessons;  using websites for printing off questions.Instead of primarily Google search engine for research; I would introduce her to others such as Kindle and Bing which includes searches for videos and pictures. 

I would  encourage Sue to teach how to use new innovative resources in more meaningful ways; for example

The Points of  Inquiry model

in Science and Social ;Sue can use a Points of Inquiry model inquiry approach- with connect and wonder;investigate;construct;express and reflect instead of question/answer format and instead of using only print sources or just Google searches; by giving students friendly websites such as dkfind out.com./knowbc.com for BC topics instead of textbook reading and answering questions  Sue can encourage collaborative learning with a partner within a framework to facilitate learning. Sue is learning to foster connect/wonder by giving students more choice within a topic and letting them make inquiries-What do I want to learn?To encourage self learning/assessment I would introduce her to quick rubric where she can create her own rubrics at quickrubric.com. This self assessment helps students in a formative assessment check their understanding with the criteria..
This step is about giving up some control and allowing students to take the lead within structure and teaching how to learn; ie gradually now with awareness sharing explicitly other  reference search engines  and not relay on Google only . Digital reference resources I would introduce her to with Canadian content canadianencyclopedia.com ; knowbc.com ;ekiddle ; dictionary.com and bcerac digital database that includes Worldbook subject and age leveled  encyclopedia series(early learning to grade 9 )These reference resources will give students access to information that they can more readily read and understand. Sue will need time to learn to navigate them so she can teach her students. For example; What are the search options? how to term searches properly? (and/or; .edu or combining words with parentheses)
I would also at this step mentor Sue on  how to use and choose print reference resources to make them more accessible and used by students. I would encourage Sue to incorporate uses of print reference sources cross curricular like the Schloastic atlas which show many forms of information/facts through pictures ,charts etc and using a thesaurus for similes in creative writing.
For example the Scholastic Canadian atlas shows the natural resources pictorially and is a reference resource helpful for research. I would introduce  the Professor Noggins cards that can be used in a fun way to learn facts and as a review for students to assess what they have learned and record it and make up their own fact cards to play with a peer.

Case 2
For Tom the shift was to facilitate his progression from a management/mechanical concerns to understanding the innovative practices consequences and its affect on students. For Tom  this is a progress from spending considerable time incorporating new practices to more thoughtfully making educated choices and evaluating what is working or not.
Tom has incorporated innovative practices such as using online encyclopedias such as canadianencyclopedia; dkfindout; ekiddle; etc in a procedural conventional way in which students are given questions to  answer so its used more as a substitution resource. I would encourage Tom to introduce the inquiry process  using the 5 star inquiry approach explained above plus give students more direction on how to learn so they can be more independent and not relay on him to direct their learning.Students can be given more leeway into their choice of research topics and by providing navigational procedures more allows students more motivation to direct their own learning and  promote higher order thinking skills. findingDulcinea.com is a useful bibliography of top web sites based on subject and can provide interactive games and research of topics. This site requires him to do prep work to determine appropriate websites for his students.
One way to facilitate the learning process is through using graphic-organizers  students in partners can begin to make their own connections/wonder as is the first step in the 5 point inquiry model.  graphic organizers help organize information in a meaningful way and graphic organizers come in many forms and can be printed off online or simply drawn; students will begin to choose go's that makes sense to them on their own. They include concept circles; bubble maps cycles, hierarchies, pyramids; relationships, and cognitive process such as KWL and Effects and Causes. To facilitate a shift I would encourage how and why in using reference resources both print(thesaurus; almanac etc)and digital.For example; teaching students to access thesaurus for creative writing; explaining how to use an atlas for populations; global topics; flag images; capital cities and topography etc.
To begin to evaluate  reference resources   I would point him to a few sites such as .commonsensemedia reference-and-research- and School Library Journal are good sources and this criteria from  berkeley.edu/evaluating-resources. I would also show him evaluative criteria for reference materials as set out in Riedlings text(Reference Skills for the School Librarian Tools and Tips; 3rd edition) as a basis for his critical judgement  and observation so he can make the best choices for his environment. The main ones being;

1. accuracy
2. format
3. objectivity
4. curricular connections
5. cost

I would encourage him to access the bcerac cooperative of  BC schools that provides evaluation/licensing and a selection of digital reference resources such as World books(including science power); EBSCOhost database  etc; and have his students work collaboratively using an inquiry based model such as the 5 points Inquiry Model.
I would mentor a movement toward formative assessment with students giving feedback on their own and classmates learning through using rubrics; and constructive comments. .Buncee is a good platform to display information/understanding  through digital slides and  they can be shared  with other students with the teacher having control of comments. Pictures/stickers are selected in Buncee so they don't have to leave the page.  I would encourage Tom towards formative assessments by encouraging more choices as to how students show their work.( Buncee presentation; interview; story writing; model etc.)
By taking the time to assess how these new innovations are being integrated will allow Tom to focus more on  being effective for his students and less on his concerns and management.


When a shift is made it creates a ripple effect and benefits all in a school. I found the chart by Po-sen huang explains what this looks like in how teachers behave within a school undergoing a shift:
CBAM EXAMPLES OF 
USE

As well leading-transitions from Canadian School Libraries is a useful action planning worksheet that could be used individually as well as school based goals for transitions. Their continuum is helpful in the progression of establishing change;

1. Exploring
2. Emerging
3. Evolving
4. Established
5. Leading into the future

This assignment was helpful in putting a framework around where I am and other educators around me in our use of best practices and being open to change and seeing when I would be of assistance to a colleague in beginning a shift for the better!

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