SUMMATION Learning Log # 5

 

Summation of Constructed Learning of LLED 462

This course has given me the big picture of the multi faceted roles of TL within the SLLC and made me aware of my lack of knowledge in some areas and greater passion for other areas. I'm currently not in a TL position so unfortunately not able to put into regular practice.

TL's at its essence is a professional  educational service role where the key question for stakeholders is "How best can I serve you and support you? THEN LISTEN ACTIVELY to best match their needs and use it as an opportunity to suggest further strategies/resources/design to provide equitable access, inclusive to all students and diverse learning needs. This course has given me more confidence in how to bring the SLLC to the school community when I'm in a position. The BCTLA collaboration models and BCED model has helped me to envision the  growth continuum with colleagues and I feel comfortable to start with small gestures of assistance/suggestions of resources(curriculum mapping) and let the ripple effect happen as I grow more confident. Every collegial relationship will differ and this is key to keep in mind. I enjoyed Mackenzies blog in the Canadian School Journal here: classroom-inquirys-secret-weapon-the-teacher-librarian/  - because it gave the perspective of the teacher to the TL and I will remind myself to put myself in their shoes and ask "How can I lessen their workload? 

 I'm most excited about being a champion of inquiry and best educational practices/strategies and models that through embedding with purposeful tools and sharing/collaborating with stakeholders helps facilitate a UDL experience to embrace 21st century literacies  needs as stated here from the National Council of English stated here .ncte.resources/positions "effective instruction in 21st century literacies takes an integrated approach helping students understand how to access evaluate, synthesize, and contribute to information" On the other hand I feel very inadequate on the cataloguing/admin side as I've only subbed a couple times for our PT TL(she rarely is away) and I had started volunteering with James bay School but with COVID can no longer.

  I appreciated the opportunity to  interact with the Multi modal digital tools such as the bookmarking curation; Symbaloo, the visual, animated cartoon Powtoon and  Padlet  an intuitive multi modal interface tool  digital post-it board in which you can add text, upload visuals, audio files, video and links to websites privately or collaboratively. Analyzing and synthesizing the context and purpose behind the tool so when asked or speaking to a teacher I can be  more concise and targeted as to the learning opportunities and how it can be embedded within the workflow(IBP) and its connection to UDL click here for more: Robinson universal Design for Learning and School Libraries  and ADST Big ideas and curricular competencies therefore lessening the teachers load and benefiting students learning. I feel better equipped to be able to suggest  some tools in a concise meaningful way. For example I would advocate for the cost of Padlet because it can be used so many ways cross curricular, open-ended and easily scaffolded to be modified/adapted  for UDL and Inquiry based process by teachers with options to collaborate and group students for optimal learning. 

This course has given me an awareness of viewing our role through the eyes of a CT and being aware of not being  over burdening but the importance of observation and forming relationship and simply putting the offer  out for assistance through a email  to colleagues and looking for ways to come alongside them to lessen their workload in particular with students with special needs/disabilities and those who differ from the mainstream culture. AASL In Empowering Learners: Guidelines for  School Library states my vision here; " understands the curriculum of the school thoroughly and can partner with teachers to create exciting learning opportunities in an information and media rich environment." (AASL 2009)

 

Influences noted during course of TL and what I strive to be:

Connector/conduit of affective learning to create empathetic compassionate students . I can facilitate this by:

A uniquely curated  collection that both mirrors and reflects the diversity of society and is inclusive of all and inviting of all in creating a safe haven within the SLLC for students to interact and be heard. Altobelli, in Creating Space for Agency reminds us that "school libraries have a hallowed role as safe spaces especially for potentially marginalized student populations" and "our students will be the multi-faceted innovators and creators of the future, the role of the librarian is to help them realize this potential which means all students need to see themselves in the school library." 

CURATOR of  a collection that reflects my unique schools diversity, sexual preference (LBQT) recognition of Indigenous students learning/experience (FPPL used) different from mainstream culture; races and religions and differential learning preferences including physical literacy/kinesthetic. 

My goal would be a constructionist space within the SLLC and spaces in and out of school allows for an equitable access to tools/resources within a  communal space that branches subjects. I really believe in this role and this course has cemented what is often not spoke of academically  in that the affective domain is foundational I believe to a shift in consciousness in being open to really advance in their level of understanding(BT) and cause a change/adaptation of action advancing towrds creating a critical thinker capable of taking in new experiences/input/information. 

 Constructor of a Prepared space  in SLLC to be MINDFUL MAKERS  and extension/enhancement display of learning in combination with MakerSpace creations/activities and authentic learning opportunities(place based, experiential, field trips, Skype interviews) to promote deep reading and learning. This Maker ED resources I found useful for mindful makers: makered.org/resources/tools-materials

Curator of deep literature to promote empathetic connection/learning; As Krashen (2014, 2:35) states in the video, "access to a library with 500 books or more balances the effects of poverty." And as Clinton (2017, 11:32) states: "Reading is not just a nice thing to do, it's how we give our children the best possible start in life; and if we're serious about raising curious, empathetic, brave citizens, that starts with raising readers". These are powerful reminders that I'd advocate with.

Wolf in this book excerpt provides  a rationale that I will revisit while speaking to colleagues:  "Deep reading. Is it endangered".

Promoter of FREE voluntary reading as Krashen stated “The more people read for pleasure, the higher  their literacy scores” (Krashen)TL as leader with colleagues is key to a climate  and culture of acceptance that each student is on their own unique life long reading journey in developing their own sense of reader advocacy of what they enjoy to read (self-determination) I would facilitate this through scaffolding and modeling the development of  criteria used to independently self select. (click on blog here for bookmatch criteria and more.)

Parrott, 2017 BOOKMATCH: Book length, Ordinary language, organization, Knowledge prior to book, Manageable text, appeal to genre, topic appropriateness, considering personal preferences, High Interest(BOOKMATCH) 

 TO encourage reading for pleasure I would conduct a reader advisory and observation through pertinent questions in mentoring students in their own sense of themselves as capable in selecting and fostering an excitement in what they are/have read and ensuring their opinions are valued. Through a trusting relationship students will share more personal details and enable the TL to make meaningful reading connections. I believe this quote :We need to cultivate a new kind of brain: a “bi-literate” reading brain capable of the deepest forms of thought in either digital or

traditional mediums. ~Maryanne Wolf

 

 Champion of IBP, experiential learning, concrete, place based  and advocator of best strategies/resources  such as UDL -Universal Design Learning principals of multiple means of REPRESENTATION, ACTION AND EXPRESSION AND ENGAGEMENT. 

My goal would be to embed these frameworks and meaningful tools/resources with colleagues to deepen students level of thinking after ensuring authentic evidence/factual information is understood(CRAP) through a provocation ideally to go beyond the superficial  knowledge  by asking hard questions (Higher order questions/problems- Blooms Taxonomy)with the goal of addressing social injustice found in society: As stated here by Mc Laughlin," Asking hard questions is just that – hard. But if we are truly committed to teaching for social justice, we need to encourage our children to find as many points of view as they can, and to ask questions we may never be able to answer, knowing that education for citizenship lies in the process of thinking critically about the many sides of a question and working toward addressing the inequities this process reveals.

I embrace the importance of  modeling/co teaching asking the hard questions within a IBP after the factual understanding/evidence context has been given and gradually forming a trusting collaborative relationship moving from co ordination and co operation to collaboration and taking inventory on the 11 characteristics from Merga study are listed here: Collaborate with Teacher librarian. to facilitate the process.

 

Defender of truth and evidence  through providing opportunities/resources for Critical Literacy with practice of critical thinkers .

Clinton in her ALA speech  stated that Librarians are advocates for ".. the fight to defend truth and reason with evidence and facts" providing students the tools such as CRAP and the Scientific model for critical thinking to ask the critical questions I feel is key for democratic society and I have the power to make a difference in how students read and use information whether print/ digital or multi modal formats. With the digital/media age upon us and students immersed in it as digital natives growing up with it ;its so important to teach for functional tasks, cyberbullying, digital citizenship as consumers and creators and how social media creates and uses our digital footprint. This course has given me the insight into how I use media and my footprint and analyzing HOW to teach it (and Co teach/collaborate with CT) and WHY this matters to students in the 21st century so they can too begin to see themselves as INTERAGATORS(Serafini) of media and be critical consumers and creators given the tools to evaluate information. What is the point of view? bias? audience? sponsored? Is there divergent and diverse points of views? etc. Commonsense media  and mediasmarts.ca with online resources for K-12 will be a useful source evaluated by educators that I plan to  use.

TeachThoughtStaff.  (July 15, 2019). "8 Science-based strategies for critical thinking."
Retrieved from: https://www.teachthought.com/critical-thinking/8-science-based-strategies-for-critical-thinking.

CURATOR of  a collection that reflects my unique  schools diversity, sexual preference (LBQT) Indigenous students (FPPL used) different races and religions and differential learning preferences. Students need to see themselves(mirror) and also given the opportunities to emphasize with others(window).

 This course helped me to construct WHY its so key  as a TL to teach information literacy in using and accessing ethically information of all modes.(visual,audio,print,digital) Our students live in a digital information age and as a TL I can provide the strategies and critical thinking to create a pathway of knowledgeable evaluation of media. I can take the initiative to provide this foundation to students which is transferable to all their learning.

"Media literacy is intertwined with digital literacy with DL involving more the PARTICIPATION in a safe and ethical way and ML incorporates networks and interactive modes. TL initiate practice with Media Smarts resource mediasmarts.ca/digital-media-literacy 

What Now? 

Creating a vision mission statement and displaying it in SLLC and sharing with stakeholders in creating advocacy in alignment with others who embrace the key importance of the SLLC within the school community. Though not in position I can still do this in preparation.

1. signed up for free temporary digital journal ;SLJ as schoollibraryjournal_free ,  Edutopia e- blogs here: .edutopia.org/about, and the three times a year Canadian School Journey and BCTLA  membership which  is $15 for TOCs(me) and students or 40$ if not BCTLAbctla.ca/member-services/become-a-member to grow in my educational leadership influence/role.

2. Suggest to PT ,TL at my school; makerspace ideas (this will be able to after COVID as she now brings books to classes) possibly taking apart an old computer etc;

3. Speak to teacher of  medically excluded group of students who range from grades 5-8 to suggest some resource possibilities such  as Pobble 365 visuals/writing prompts and thelearningnetwork. here: .nytimes.com/section/learning and PBS learning.

4. Continue to curate more resources which I categorized on Symbalo. here: symbaloo.com/home/mix

5. Spoke to Casa teachers  recently (masked as usual)about Physical Literacy and fundamental movement skills providing resources such as activeforlife.com/community-toolkit with lessons and informal assessments and sportforlife.ca/physical-literacy "Physical literacy is the motivation, confidence, physical competence, knowledge, and understanding to value and take responsibility for engagement in physical activities for life."

- The International Physical Literacy Association, May 2014

6. Always keep learning and  playing with evolving tools keeping their learning context in mind curating and weeding.

7. Try the Storymaker approach to oral telling and writing of child inspired stories in the 3 to 6 year old casa -Storymaking: the Maker Movement (Compton)

I'm encouraged that I; as a TL within the SLLC can have a ripple effect as stated here: "the interaction you have with people are another opportunity for advocacy .Positive actions and conversations influence how others see and value your SLLC" (National Library) Remembering that simply having positive and helpful conversations with stakeholders and being seen by others helping and speaking informally to begin a relationship is a start in portraying the  essential role and value of the SLLC in the school for all stakeholders. 

 

REFERENCES:

Active for Life: Community toolkit - Active For Life. Active For Life. (2020). Retrieved 2 December 2020, from https://activeforlife.com/community-toolkit/.

MediaSmarts. MediaSmarts. (2020). Retrieved 2 December 2020, from https://mediasmarts.ca/.

Physical literacy - Sport for Life. Sport for Life. (2020). Retrieved 2 December 2020, from https://sportforlife.ca/physical-literacy/.

The Learning Network. Nytimes.com. (2020). Retrieved 2 December 2020, from https://www.nytimes.com/section/learning.

Merga. (2020). UBC Library | EZproxy Login. Ila-onlinelibrary-wiley-com.ezproxy.library.ubc.ca, Teacher Librarian collaboration. Retrieved 2 December 2020, from https://ila-onlinelibrary-wiley-com.ezproxy.library.ubc.ca/doi/full/10.1002/jaal.958.

Mackenzie. (2020). Classroom Inquiry’s Secret Weapon: The Teacher-Librarian – Canadian School Libraries Journal. Journal.canadianschoollibraries.ca. Retrieved 2 December 2020, from https://journal.canadianschoollibraries.ca/classroom-inquirys-secret-weapon-the-teacher-librarian/.

Wolf, Maryanne .  "Deep reading.  Is it endangered". Reader Come home: the reading brain in a digital world. Links to an external site. Harper Collins, 2018. (book excerpt)

Altobelli, R. (2017). Creating Space for Agency.Links to an external site. Knowledge Quest, 46(1), 8–15. 

M. et al. (2020). Maker Ed’s Resource Library. Makered.org. Retrieved 2 December 2020, from 

https://makered.org/resources/.

Cdn.ncte.org. (2020). Retrieved 2 December 2020, from https://cdn.ncte.org/nctefiles/resources/positions/chron1107researchbrief.pdf.

Compton, Michelle Kay, et al. Storymaking: the Maker Movement Approach to Literacy for Early Learners.Links to an external site. Redleaf Press, 2018. (ebook)
*note: a new book generating much excitement among BC Early Learning Networks.  ebook is provided here for your perusal

ASSIGNMENT 3 LIBRARIES AS SPACES OF LEARNING

 LIBRARIES AS SPACES OF LEARNING:

 CONSRUCTION OF KNOWLEDGE,DESIGN AND COMPASSION

For this assignment I choose 3 multi modal tools : two which are paid technology subscriptions Padlet,  read here :Padlet BLOG justifying cost as well as Powtoon and the free Chrome extension Google slides with Screencastify because our school uses android Google Education platform and with COVID  precautions we have limited funds for subscriptions.

 Goal being: convince teachers that technology tools are purposeful and serve student inquiry process using the BCTLA 5 point inquiry model with Universal Design Learning Principles in mind  and ADST BIG IDEAS while embracing the collaboration cycle  alongside classroom teachers of Preparation. Action and Reflection. Keeping in mind The 11 characteristics of effective collaborators gleaned from the Merga study are listed below, link here: Collaborate with Teacher librarian. These 11 are a template for  the collaboration process to evaluate  and reflect on throughout to move from co operation and coordination to a mutually valued relationship of collaboration.

Collaboration  Ideally Based On Mutual Understandings:(progression Goal)

Share with CT: Robinson, D. E. (2017). Universal Design for Learning and School Libraries for a common understanding in aligning learning/teaching to this goal.

 The Applied Design, Skills, and Technologies(ADST) curriculum builds on students’ natural curiosity, inventiveness, and desire to create and work in practical ways.(BCEd) and provides grade based big ideas and curricular competencies for TL and CT to collaborate and agree on as a criteria for SELECTION of tool and delivery of learning. 

As educational leader share with  classroom teacher as models of mutual understanding and agreement.   EDUCATIONAL MODELS:BCTLA TL Collaboration and BC Ed 5 point Inquiry as well as awareness of the Blooms taxonomy for higher order questioning/problems within a constructivist environment.

INFUSING  TECHNOLOGY TOOL PADLET INTO AN INQUIRY BASED PROCESS:

1. Padlet is an intuitive multi modal interface tool  digital post-it board in which you can add text, upload visuals, audio files, video and links to websites privately or collaboratively. you can allow reactions, which include different forms of ratings which you can choose to be available, so that students can rate or react to individual content on the Padlet. These options are a great feature for facilitating engagement with the content. Teachers have control over privacy. The cost at $8.75 a month per class and I feel is well worth it. From Commonsense Educator  here  is a  Inquiry based lesson plan example  with a higher order questions :how-is-sel-infused-into-your-responsibilities-as-a-digital-citizen aligned with affective learning.

  Share with CT  the choices on  the layout on PADLET to help structure and organize the content;

Wall- This option creates a brick-like layout.

Canvas- (my favorite) scatters responses, allowing you to move or connect them.

Steam- Sets them up like a twitter feed. Simply stacks them one on top of the other.

Grid- Arranges content in rows of boxes.

Shelf- Stacks the responses into columns.

Padlet  can serve the inquiry based learning/teaching purposes for classroom teachers  and I will outline by  IB design below that can be differentiated for students needs/disabilities for content objectives and scaffolded across grade 3-12 providing flexibility in representation, action and expression and engagement. Use of tools such as Padlet within a IBP creates an embodiment sensemaking and affective literacy by connecting through empathy.   As stated here by Lenters;"The pedagogy of doing, being and knowing asks what students might become as they engage in learning through embodied sensemaking" Critical literacy reaches beyond the mere factual understandings towards practice of critical thinking in challenging the author to make deeper societal and historical connections that seek to root out oppression and injustices. This was the philosophical basis of Paulo Freires  who began the critical literacy movement. 

TL's within the collaboration process with CT can be leaders to challenge and spark  an embodied sense making of their worlds by connecting to affective not just  the cognitive. Click here for  more on embodied collectivity  written by Lenters,  Multi Modal Becoming and a helpful list of open ended embodied multi modal learning experiences.

 Padlet, enables emancipation of those who struggle writing/reading output with use of visuals and ability to add audio files up to 15 minutes.

Share with CT further  CREATIVE examples HERE:30-creative-ways-to-use-padlet-for-teachers-and-students.

PADLET:THE INQUIRY BASED LEARNING PLAN

PADLET PROVIDES A BOOKMARKING TOOL TO GATHER CRITICAL LITERACY RESOURCES FOR CLASSROOM TEACHER AND  STUDENTS;

"Critical literacy is the ability to find embedded discrimination in media.^[1][2] This is done by analyzing the messages promoting prejudiced power relationships found naturally in media and written material that go unnoticed otherwise by reading beyond the author's words and examining the manner in which the author has conveyed his or her ideas about society's norms to determine whether these ideas contain racial or gender inequality.^[1] ( Wikipedia Critical_literacy) Wikipedia is a reliable open sourced e- encyclopedia to gather understanding/factual information to begin forming inquiry. Valenza, Joyce. time to stop Wikipedia shaming?" School Library Journal.

PREPARATION:  TL collaborate with CT to understand curriculum objectives and students needs.TL  CURATE prepared GRID PADLET to gather  resources and tools and websites, visuals based on the agreed big themes NOT TOPICS. For example, reconciliation ,resilience or kindness, friendship for younger student etc. CT welcome to suggest/add resources to CURATED PADLET.

  As educational leader  model curation of divergent and diverse choice of formats from physical/concrete/kinesthetic/ print to  multi modal tools is key including deep reading non-fiction literature/poems, critical literary storybooks search here for over 3000 evaluated  stories k12.bcerac.ca. that are representational of different/diverse religions, races,sexual orientation etc. Address EQUALITY.DIVERSITY AND INCLUSION through purposeful curating of diverse/divergent views with a variety of formats and awareness of stereotypes/bias that may be present so students can see themselves and appreciate others.

 CT forms Inquiry groupings based on student learning and physical needs, divergent/diverse views and connections remembering Lenters window/mirror analogy of students looking in and those who see themselves. TL encourage diverse groupings; for example; Indigenous student with non indigenous student and PRINT and AUDIO  format of Orange shirt story  ;honoring and remembering Indigenous students in residential schools to connect with participating by wearing an orange shirt or purchasing the special Every Child Matters shirt here;  .orangeshirtday. to wear on Sept. 30th every year. 

Collaborated with CT agreed upon Padlets are then given to students/groups  or whole class based on teachers input on diverse and differential learning needs so information is presented in different ways so all students are represented with flexibility and multiple means of ENGAGEMENT towards the goal of UDL .

Valenza created a  helpful CURATION TAXONOMY that in the GRID PADLET, TL can  display under the progressive categories beginning with: COLLECTING/CONNECTING(audience) CURATING(context, commentary) CONTRIBUTING (use for  IBL, collaboration learning purposes) which saves CT time and used as a model of organization. To read article click here: curation-situations-let-us-count-the-ways/

 STEAM PADLET USED FOR PRIOR KNOWLDGE EXPEREINCE IN CONNECT/WONDER STAGE in response to hook/provocation and prior experience/knowledge

ACTION; collaborate with classroom teacher with agreed PROVACATION/HOOK tool/resource. TL can do a guided inquiry discussion and/or a KWL chart to bring about the big theme and an empathetic affective response networks.

For example for the big theme of resilience and reconciliation with the hook being the  Orange shirt storybook(print and audio) based on Phyllis Webstad experience in a residential school in  Williams Lake BC. This critical literary  piece embodies through the words and pictures  an emphatic response into further inquiry.

 CANVAS PADLET USED AS A DEEP QUESTIONING/PROBLEM PLATFORM IN INVESTIGATION STAGE. Media Interpreter

 Student (or scaffolded by CT/TL) types question or problem in  PADLET title and adds any additional resources/visuals in their investigation. Example :  Take the point of view of an Indigenous child taken from their parents to a residential school and analyze how it may affect their lives going forward. Why is reconciliation and resilience important for society? PADLET becomes a workspace for responses to investigation of resources with embedding meaningful links/visuals and articles and actions taken in these research/investigative stage taking their prior knowledge and expanding it higher on the Blooms taxonomy.

ACTION:  CO -FACILATATING INVESTIGATION  using THE PREPARATION PADLET OF RESOURCES

TL and teacher  facilitate the creation of a higher order question-/problem using BLOOMS TAXONOMY based on theme and its interconnections.  The question prompt is a verbal tool that can metacognitive scaffold novice makers(concrete/physical makers and construction of new knowledge) toward a critical technical practice. Click here for article: Bowler, L., & Champagne, R. (2016). Mindful makers: Question prompts.

Group/ individual or collaborated whole class  INVESTGATIVE Padlet as initiated by CT.

Opportunity for  TL to teach to; and share with CT opportunities for critical,digital and information Literacy during the investigation stage for  the ability to identify, find, evaluate, and use information effectively critically (Commonsense Media) whether digital, multimodal or print.  CSL provides a useful continuum to collaborate with CT to set goals canadianschoollibraries.ca/fostering-literacies  aligned with ADST_k-9_big_ideas. 

TL teach to and provide opportunities with CT for digital citizenship using posters( can be added to preparation Padlet as well) on fake/mis-information, bias news,points of views and the application of CRAP criteria of currency, reliability, authority and purpose in choosing sources. 

Use as an example of a INFOGRAPHIC used as an advertisement for organic almond milk. (visual marketing)

Co- facilitate with CT meta cognition  options such as sketchnoting, sharing this blog :how-to-start-sketchnoting and mindmapping , infographic, Venn diagram visual/text strategies  for connecting  complex understandings during investigation stage.  Popplet.com/blog is an example to consider for paid (one free) digital tool for brainstorming and connecting ideas. 

mind map is a diagram used to visually organize information. A mind map is hierarchical and shows relationships among pieces of the whole. Wikipedia

 Displayed  by TL; Teaching Poster for Digital Citizenship

IFLA. (August 15, 2019). "How to spot fake news." World Library and Information Congress. Retrieved from: https://www.ifla.org/publications/node/11174

Padlet provides opportunity for digital literacy with its ease of application in practice of double clicking, pasting, embedding links, uploading visuals, and  opportunity for TL teaching how to cite resources and copyright and ethical, safe use of digital information. 

This infographic model provides CT with the skills involved in Digital literacy as a framework to collaborate with and share/display with older students. The British Columbia Ministry of Education defines digital literacy as “the interest, attitude and ability of individuals to appropriately use digital technology and communication tools to access, manage, integrate, analyze and evaluate information, construct new knowledge, create and communicate with others”

  PADLET USED AS OPTION IN CONSTRUCTION and EXPRESSION STAGE (Media Designer)

ACTION: TL  in collaboration with CT provides multiple options besides Padlet/and or combinations for EXPRESSION such as  Google  Slides, Powtoon, storybook, Story Maker studio, combine the physical/concrete with digital as option, Storymaking: the Maker Movement Approach to Literacy for Early Learners,collaborative storytelling, screenplay, interview analysis, poem,artistic expression/response,painting etc; TO display new higher order knowledge constructed from deep critical investigation. providing flexibility and multiple means of ACTION and EXPRESSION to "express their knowledge in a mode compatible with their talents and abilities"Robinson universal Design for Learning and School Libraries and as a result prompting further action and  continued deeper questioning.

Padlet used as a wall or canvas can be chosen as a display of new knowledge/action and affective response with visuals/text and audio/links with constructed knowledge grown from a higher order question/problem prompt. A partly-customized URL which can be easily shared or export the content in a variety of file formats.

  TL initiate with CT  opportunity for MEDIA LITERACY  using Padlet:

Media literacy encompasses the practices that allow people to access, critically evaluate, and create or manipulate media. Media literacy is not restricted to one medium. Wikipedia

Media literacy is intertwined with digital literacy with DL involving more the PARTICIPATION in a safe and ethical way and ML incorporates networks and interactive modes. TL initiate practice with Media Smarts resource mediasmarts.ca/digital-media-literacy 

Infographic of interconnection of DL and ML form Media Smarts use as teaching tool with older students and CT.

TL show CONCEPTS for Mutual Understanding:

Padlet is a multi mode media tool with text, visual, and audio modes and provides students with flexible  modes of expression in a creative  open-ended way in constructing their message and the opportunity to access and evaluate others point of views and construction of expressions during their investigation and peer sharing. 

Padlet provides a platform for becoming multimodal learners who as Serafini stated can interpret social media platforms beyond just decoding texts to readers of multi modes continuum from: NAVIGATOR(Decoding) INTERPRETOR( UNDERSTAND COMPOSITION) DESIGNER (construction of knowledge) and INTERAGATOR(evaluation/reflection). Share with CT as framework and model terminology throughout learning process for becoming media literate and practicing using their constructions/peers and everyday interaction examples with media.

 Share  handout, teacher guide and resources with CT:commonsense.org/education/sites/default/files/tlr-asset/5-questions-to-ask-about-media-student-teacher.pdf on how to analyze and critique so to practice thinking critically on how media is made and consumed. Relate this to their everyday interaction with media, digital and social as well as their own/peers media constructions. Awareness of own  and others agenda, bias, stereotypes and lack of point of views  etc; this analysis is essential when considering social justice.

  TL model and teach to the importance of becoming a designer (of their constructions and others) and interrogator of ML with students because it is embedded in their everyday lives in the 21st century through social media platforms(Facebook, Instagram etc) digital and visual media such as, TV commercials/print ads/political symbols/posters etc, that are organized to gain power and/or profit realizing that they too  can have an influence(positive or negative) and choice to be an informed open minded democratic citizens who can make a difference.   

PADLET USED FOR REFLECTION (Media interrogator)

ACTION;   TL suggest  to CT Padlet in GRID form as rubric  for self and/or peer assessment/reflection or STREAM for informal constructive comments on shared learnings. formative and summative. Criteria is scaffolded according to students/groups needs. 

 Iona in her  Padlet blog facilitates assessment/reflection by "you can allow reactions, which include different forms of ratings which you can choose to be available, so that students can rate or react to individual content on the Padlet. These options are a great feature for facilitating engagement with the content." Padlet allows customized allowance or restriction of comments share with CT to facilitate the best learning environment.

TL AND CT REFLECT  TOGETHER ON THEIR COLLABORATIVE CYCLE  EXPEREINCE. 

PADLET Opportunities for critical literacy/deep reading and critical visual literacy:

 BOOKSHELVE PADLET FOR DEEP READING SELECTION AND RESPONSES AND SHARING

Padlet provides a book shelve  format where  deep reading critical thinking literature/picture books/poems  can be bookmarked  with the goal of critical literacy response and affective learning. CT  and TL can use to curate according to theme. An example is the critical literature storybooks by indigenous author  Monique Gray Smith (hook  to connect for kindness etc)and listening to her read her storybooks  with reconciliation and resilience themes.moniquegraysmith.com/watch-listen. Our school had a zoom call with her. TL can initiate  with CT a class session as a connection/hook. TL share :Every Child Matters booklet created by National Centre of Truth and Reconciliation for grades 5-8 as a PROVACATOR literacy resource. NCTR site also has primary sourced  Indigenous people videos and resources.

Padlet BOOKSHELVE can be used as personal bookmarking list or TL curated SHORT STACK of  possible pleasure reading selections based on their prior knowledge and interests and below  provide comments/responses that can be shared with peers to encourage voluntary  free choice reading. TL in collaboration with CT can curate a short stack of selections to address a particular students social/emotional/marginalized concern/ needs.

Their choice of selections creates their PERSONAL PADLET SELECTIONS developing as Valenza called the ability to curate their PERSONALIZED KNOWLEDGE MASTERY (PKM) and also maintains their privacy on a difficult issue/disability and/or awareness of being different then the mainstream.(Non- Christian, Non-white, LGBQT, female athlete etc) As educational leader our curation of diverse book collection is essential to represent all. For a survey of representation in Canada click here :booknetcanada.ca/demand-for-diversity

Wolf in this book excerpt provides rationale for the need for deep reading to advocate for and share with CT during the collaborative engagement "Deep reading. Is it endangered".

Merga referred to librarians who had been interviewed and said that “their libraries were informal safe places for students marginalized and/or bullied due to various reasons of diversity” (Merga 2020).

Gifted students can also feel marginalized as portrayed in this Netflix series, Queen Gambit as noted by this article in Times Colonist by Johnson:story-of-queen-s-gambit-raises-questions-for-educators. Share with CT to address the social/ emotional needs of gifted students in their class and how media can bring awareness for change .

"Specifically, many researchers believe that gifted individuals have a higher risk of emotional and social problems, particularly during adolescence and early adulthood.

Numerous studies have arrived at the same conclusion: gifted individuals are more sensitive to interpersonal conflicts and ­subject to higher stress levels than their peers due to their cognitive abilities, and consequently feel more depressed, anxious and suffer from low self-esteem."

Whole school support with TL as leader with colleagues is key to a climate  and culture of acceptance that each student is on their own unique life long reading journey in developing their own sense of reader advocacy of what they enjoy to read (self-determination) TL's can  facilitate this through scaffolding and modeling the development of  criteria used to independently self select. (click on blog here for bookmatch criteria and more.)

Critical literature example by Monique Gray Smith use as a hook for big themes in IBP

 WALL PADLET FOR DEEP VISUAL SELECTIONS RESPONSE AND REFLECTION

Padlet provides the opportunity for a teacher posted prompt picture such as pobble365.com which  provides a new one every day for deep consideration and  writing prompt response and comments or for student drawn/artistic creations uploaded or photographs taken and uploaded for a writing response on Padlet. Reflective posts can be collaborated or individual then shared. The Learning Network through New York Times provides many resources including a picture/writing prompt for stories/reactions here learning/use-these-18-images-to-inspire-your-own-short-story. TL model and share visuals that promote the possibilities of a deep affective and critical response. 

Padlet can be used with the visual literacy learning strategies for visual/artistic expression with use of SEE THINK WONDER chart on a GRID Padlet.

VISUAL WEBMIXES can be a collaborative learning opportunity with each student adding their expressions under each Padlet then coming together to read/discuss and respond.

In the CONNECT/WONDER stage a curated visual(s) on Padlet can be a platform for provocation for further extended inquiry of investigation and construction.  TL can lead  with CT the opportunity for:

Visual literacy is a staple of 21st century skills, the idea that learners today must “demonstrate the ability to interpret, recognize, appreciate, and understand information presented through visible actions, objects, and symbols, natural or man-made.” Putting aside the imperative to teach students how to create meaningful images, the ability to read images is reflected in the following standards.(Finley)

By embedding Padlet into IBL these ADST goals can be practiced:

 ADST Big Idea;• Design can be responsive to identified needs. • Complex tasks require the acquisition of additional skills. 6-8

ADST Curricular Competencies are: 

IDEATING; generate potential ideas and add to others ideas

 MAKING; Identify and use appropriate tools, technologies, and materials for production

SHARING: Evaluate their product against their criteria and explain how it contributes to the individual, family, community, and/or environment.

2. .Powtoon. Demonstration of learning.

 A digital multi modal, animated, visual storyboard that can inspire and inform. Powtoon has a library of media integration of images and videos from Storyblocks and photos from Flickr.

 Share and model with CT  visual communication learning opportunities during the IBP within the UDL principles: provide as option for visual learners/ELL learners/struggling with writing/reading output.

INVESTIGATION:

mindmapping,  timelines, flowcharts, infographics  to display confusing/complex information( visual organization of information)

EXPRESSION/SHARING:

- story studio  Maker  with physical objects  in combination with animated Powtoon graphic story  Click here for rationale on graphic novels. "The surprising benefits of student-created graphic novels.

-digital  animated cartoon  especially for students who struggle with expressing themselves orally and/or text.

-library of templates for presentations for science projects, e-books, how to, book reviews etc 

--non-fiction storyboard/e book to display constructed knowledge 

-Fanfic based on a TV, movie, novel and create a fiction story/cartoon often a expression from the mainstream of identity, ethnicity, sexual orientation and physical/mental illness

 Opportunity for practice of Visual Literacy:

Powtoons platform is optimized for maximum visual display and visual communication.

Powtoon provides an affective platform for visual communication for students who may struggle with traditional literacies. Powtoon provides an platform to express visually difficult or touchy themes with dialogue bubbles, choice of characters, animation and video templates. Visual communication enabled through Powtoon is a more effective way to get a message across and makes a deeper impact and connection with others that may not happen in a traditional literary way.  Powtoons use of colours, symbols,shapes,movement and size of text and characters enables the 'reading" of visuals.

Powtoon provides emancipation for ELL students and those struggling with writing output as well as a platform for those whose preferred learning style is Visual. "reading text is far slower then the brain's ability to process visual images." (Powtoon)

Practice by sharing with CT the VTS strategy from Edutopia blog:(Finley)

Visual Thinking Strategies: Visual Thinking Strategies (VTS) is a specific approach to whole-class viewing and talking about art that primarily uses these questions: Link here for more;10-visual-literacy-strategies 

• What do you notice?
• What do you see that makes you say that?
• What more can we find?

VTS encourages students to think beyond the literal by discussing multiple meanings, metaphors, and symbols. 

Powtoon incorporates the practice of:

ADST BIG IDEAS: 6-8• Design can be responsive to identified needs.

ADST CURRICULAR COMPETENCIES:  Applied Technologies:Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task

3.Google slides with screencastify.com/education

I choose this  FREE tool because our Information Technologist teacher uses GOOGLE SLIDES  for digital stories with text and visual platform .Being a tool that students have engaged with provides the opportunity for extending learning with CT. Through slidesgo.com/educationthere is a range of free templates  that can be downloaded using Google Chrome. The screencastify allows an audio recording to be added so the combination emancipates those who struggle with writing output. Google slides provides many  free templates for investigation and expression/sharing to choose from. This tool provides a familiar springboard for the ADST Applied technologies goal of enhancing their skills and the Big Idea of complex tasks may require multiple tools and technologies. In combination with a connect/wonder resource to create curiosity/inquiry based learning  and flexibility/scaffolding of content criteria this tool can be useful for UDL.

Demonstration of  EXPRESSION/SHARING with templates

-field trip report

-science project

-digital storybook

-how to  e book

-book reviews

 and INVESTIGATION 

-Mind mapping

-infographics

-timelines

Integration of tools:

-Extension/enhancement display of learning in combination with MakerSpace creations/activities and authentic learning opportunities(place based, experiential, field trips, Skype interviews) Check out Maker ED resources here for mindful makers: makered.org/resources/tools-materials

- Use deep literature/poems/storybooks as a  deep reading provocation aligned with tools to create critical literacy opportunities and affective learning.

- creation of stories through a physical story studio aligned with theme and combined with digital tools

-combine tools to create scaffolding/modifications/adaptations and creativity for UDL

-awareness of a variety of formats for same resource to meet students differential learning strengths/needs especially in the connect/wonder stage and throughout. ex: infographic/or audio and print source

-inter disciplinary  integration of tools for a wide range of  subjects through concrete, artistic and academic application

- Provide a variety of expression format options for constructed knowledge( UDL principle)

-  use assistive technologies such as Read&write for Google chrome with GOOLE SLIDES/DOCS  to embrace UDL 

-embed and display this poster of Principles-of-Learning-First-Peoples-into the purpose and design of tools. For example through story telling(digital, print and/or story studio) and Indigenous images and use of ID authors/artists and points of view so "Learning is embedded in memory, history and story"(FNESC)

-nurture the identity of students as writers/author/artists/mindful makers/media/digital citizens who  can make an impact on society and influence others

-evaluation/analysis of digital footprint/media balance 

CONCLUSION

This assignment has made me very aware that tools need to be embedded with proven sound educational strategies such as Inquiry Based Process, constructivism and UDL  ideally within a collaborative teaching model of mutual respect and trust  between the CT and TL. Its key to understand and share with the CT the conceptual ideas around a tool as the tool itself.

 TL's have an awesome responsibility to steer the tools usage towards the practice of  literacies to meet the learning needs in a multi modal information age that by our leadership and curation embraces diversity, equality and inclusion. Altobelli, in Creating Space for Agency reminds us that "school libraries have a hallowed role as safe spaces especially for potentially marginalized student populations" and "our students will be the multi-faceted innovators and creators of the future, the role of the librarian is to help them realize this potential which means all students need to see themselves in the school library." By TL's offering a constructionist space within the SLLC and spaces in and out of school allows for an equitable access to tools/resources within a  communal space that branches subjects.

In the constructivist sense, libraries facilitate constructing knowledge through access to information, while makerspaces facilitate constructing knowledge through the manipulation and creation of material objects (based on a theory associated with constructivism, known as constructionism). While formal learning can also happen in both spaces, as classes are brought in to work toward more prescribed learning objectives, most school libraries and makerspaces are equally as supportive of non-curricular, student-driven, independent explorations.(Weisgrau Edutopia blog)

Keeping the scientifically proven framework of universal design for learning(UDL) as a guiding light within the IBP with the use of these tools is essential for TL's to model the flexibility and open ended learning by evaluating the tools through these UDL principals of multiple means of REPRESENTATION, ACTION AND EXPRESSION AND ENGAGEMENT. These frameworks shared by TL facilitate going beyond ones self knowledge  by asking hard questions (IBP)with the goal of addressing social injustice found in society: As stated here by Mc Laughlin," Asking hard questions is just that – hard. But if we are truly committed to teaching for social justice, we need to encourage our children to find as many points of view as they can, and to ask questions we may never be able to answer, knowing that education for citizenship lies in the process of thinking critically about the many sides of a question and working toward addressing the inequities this process reveals. 

This FPPL principle of learning in particular  embraces  holistically UDL that "learning is holistic,reflexive,reflective,experiential and relational focused on collaborative connectedness in reciprocal relationship and sense of place." and as a TL I would display this FPPL within  my mission statement to remind myself of the purpose behind the tool. 

 REFERENCES:

Canadian Library Association. (2014). Leading learning: Standards of practice for school library learning commons in Canada.Links to an external site. Ottawa: ON (p.17) see Fostering Literacies to Empower Life-Long Learners

Kelley, S., & Miller, D. (2013) Reading in the wild: The book whisper’s keys to cultivating lifelong reading habitsLinks to an external site.. San Francisco: Jossey-Bass. p.88-128   (Book Excerpt)

Lenters, K. ( 2018). Becoming Multimodal: Literacy In and Beyond the ClassroomLinks to an external site..Links to an external site. The Reading Teacher, 71( 6), 643– 649.

Valenza, Joyce. (June 17, 2019). "Isn’t it time to stop Wikipedia shaming?" School Library Journal.  Retrieved from: http://blogs.slj.com/neverendingsearch/2019/06/17/isnt-it-time-to-stop-the-wikipedia-shaming/

BC Ministry of Education. (2015). Digital Literacy Framework. Retrieved from http://www.bced.gov.bc.ca/dist_learning/dig_lit_standards.htm 

MediaSmarts. (n.d). The intersection of digital and media literacy. Retrieved from: http://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-fundamentals/intersection-digital-media-literacy

Wolf, Maryanne .  "Deep reading.  Is it endangered". Reader Come home: the reading brain in a digital world. Links to an external site. Harper Collins, 2018. (book excerpt)

MacKenzie, Trevor. (March 18, 2019). "Classroom inquiry's secret weapon: the teacher-librarian." Canadian School Libraries Journal.  Retrieved from: https://journal.canadianschoollibraries.ca/classroom-inquirys-secret-weapon-the-teacher-librarian/

Putman, M. (2014, August 8). Creating collaborative spaces using padlet. Retrieved from: https://www.literacyworldwide.org/blog/literacy-daily/2014/08/08/creating-collaborative-spaces-using-padlet

Baughcum. Carrie. (August 4, 2017). Sketchnoting: I just don't know how to start." Retrieved from: http://carriebaughcum.com/how-to-start-sketchnoting/

Bowler, L., & Champagne, R. (2016). Mindful makers: Question prompts to help guide young peoples' critical technical practices in maker spaces in libraries, museums, and community-based youth organizations.Links to an external site. Links to an external site.Library and Information Science Research, 38(2), 117-124. 

Compton, Michelle Kay, et al. Storymaking: the Maker Movement Approach to Literacy for Early Learners.Links to an external site. Redleaf Press, 2018. (ebook)

Altobelli, R. (2017). Creating Space for Agency.Links to an external site. Knowledge Quest, 46(1), 8–15. 

BookNet Canada. (April 2019). Demand for Diversity: a survey of Canadian readers.  Retrieved from: https://www.booknetcanada.ca/demand-for-diversity

Edcan.ca. (2020). Retrieved 18 November 2020, from https://www.edcan.ca/articles/the-king-of-denmark-and-the-naked-mole-rat-teaching-critical-thinking-for-social-justice/.

Johnson, G. (2020). Geoff Johnson: Story of Queen's Gambit raises questions for educators. Times Colonist. Retrieved 18 November 2020, from https://www.timescolonist.com/geoff-johnson-story-of-queen-s-gambit-raises-questions-for-educators-1.24239656.

Use These 18 Images to Inspire Your Own Short Story. Nytimes.com. (2020). Retrieved 18 November 2020, from https://www.nytimes.com/2020/08/06/learning/use-these-18-images-to-inspire-your-own-short-story.html.

Common Core in Action: 10 Visual Literacy Strategies. Edutopia. (2020). Retrieved 18 November 2020, from https://www.edutopia.org/blog/ccia-10-visual-literacy-strategies-todd-finley.

Weisgrau, Josh.  (2015, September 24). School libraries and makerspaces: can they coexist? Retrieved from: http://www.edutopia.org/blog/school-libraries-makerspaces-coexist-josh-weisgrau