Learning Log #2 Module 5 Supporting students in the SLLC with critical literacy

 Learning Log # 2 

Module 5 Teacher Librarians and their role in Critical Literacy

This learning log has been a journey of discovery in how important our role as advocates for critical literacy resources and  creating opportunities to practice critical thinking to empower students towards spotting deception, biases etc that lead to injustices and oppression of others. We then can give them a critical literacy voice that makes a positive difference through multi modal tools .TL's play a pivotal role in creating more empathetic citizens who see the diversity and complexities of society and are aware that information can be used to promote or marginalize others. 

 Looking at Critical literacy and Critical thinking:

To  further my knowledge construction after the module readings I checked out Wikipedia (as suggested as a good synopsis of reliable information in last module,link below) to connect Critical literacy and critical thinking and our role as Teacher Librarians. 

"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)

AND from LibGuides Critical thinking and Information Literacy(Bronx Community College)

"Critical Thinking is the art of thinking about thinking in order to make thinking better. It involves three interwoven connections: It analyzes thinking,it evaluates thinking, it improves thinking."

Critical thinkers are able to: (libGuides)

Determine what information is or is not pertinent

• Distinguish between rational claims and emotional ones.
• Separate fact from opinion. 
• Recognize the ways in which evidence might be limited or comprehended.
• Spot deception and holes in the argument of others.
• Present his/her own analysis of data or information.
• Recognize logical flaws in arguments.
• Draw connections between discrete sources of data and information. 
• Attend to contradictory, inadequate or ambiguous information. 
• Construct cogent arguments rooted in data rather than opinion.
• Select the strongest supporting data.
• Recognize that a problem may not have a clear or single solution.
• Correctly present and use evidence to defend arguments.
• Present evidence in an order that contributes to a persuasive argument

Wikipedia states that:  "Socrates established the fact that one cannot depend upon those in "authority" to have sound knowledge and insight. He demonstrated that persons may have power and high position and yet be deeply confused and irrational. Socrates maintained that for an individual to have a good life or to have one that is worth living, he must be a critical questioner and possess an interrogative soul.^[6] He established the importance of asking deep questions that probe profoundly into thinking before we accept ideas as worthy of belief."

Critical literacy reaches beyond the more logical application/frameworks 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 critical literacy movement.TL's have the opportunity 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.

• Intertwining Of Blooms Taxonomy and Inquiry Process In Critical Literacy:

I began with the idea to curate multi modal tools in teaching and learning critical literacy skills for colleagues and students and then connected that with our role as TL's. During my investigating stage it became clear to me that intertwining the blooms taxonomy within the inquiry based process facilitated the development of critical thinking skills embedded in critical literacy .TL's teaching of Critical thinking skills encompasses all multi modes/formats so students develop information literacy and become fluent in how they  critically choose and use information. Click here for more: BCTLA Information literacy and Points of Inquiry  Barbara Stripling defines Information literacy as:"..the ability to use information meaningfully in all aspects of our daily life." TL's can model aloud and pictorially for students the meta cognition of Blooms taxonomy and inquiry process all  through the lens of critical thinking. This scaffolding will mentor students in being deeper independent critical thinkers. For example a student can not jump to  construct (BT)  and the create stage ( BCTLA 5 points of Inquiry) before critically remembering his prior knowledge and experiences and understanding where they came from in order to separate personal opinion from data/facts which needs to be supported too!Then moving on to the investigate stage where they create understandings,apply and analyse their growing knowledge critically. TL's can explicitly teach and model the meta cognition language so students can advance to higher order learning and questioning.TL's model and provide strategies throughout the  inquiry process such as during the investigate stage suspending judgement, testing ideas and revising based on new evidence which requires knowing your biases/assumptions. Students begin to internalize  embedding critical thinking within all modes of critical literacy  as their learning advances  and deepens throughout the inquiry process. This way they take the drivers seat as learners who better understand themselves and can make a difference in the world. Differentiated learning objectives  and formats are kept in mind to individualize the process. A key understanding for me was in this complex world students need to know there is not always one clear cut solution but it is multi faceted and requires more then one solution.

 

Meta cognition tools/models to embed critical literacy are:

Turtle Lake School division; Wendy Marek

Within the framework of Inquiry based learning process such as:

BCTLA The 5 Points of Inquiry

AND

GUIDED INQUIRY DESIGN FRAMEWORK: Kahlthau; This framework provides more scaffolding

What Students are doing in ISP	STAGES of ISP	PHASES of GUIDED INQUIRY
Initiating the research project	INITIATION	OPEN
Selecting a Topic	SELECTION	IMMERSE
Exploring information	EXPLORATION	EXPLORE
Formulating a focus	FORMULATION	IDENTIFY
Collecting information on  focus & seeking meaning	COLLECTION	GATHER
Preparing to present	PRESENTATION	CREATE and SHARE
Assessing the process	ASSESSMENT	EVALUATE

Kuhlthau, Maniotes, and Caspari 2012

Frameworks/Models for critical literacy;

The leading learning document continuum is a helpful guide to work towards with all stakeholders.This CSL framework provides a continuum action plan  called Fostering Literacies for life long learning. addressing a variety of literacies including critical literacy but not physical literacy.For example for critical literacy it states the goals of learning to be: Emerging: Text to text,text-self and world connections to the end goal being, Leading to the future-Students construct and share new personal meanings.

Critical learning for all ages. the learning-network provides a conceptual  progressive framework for critical literacy from the Ontario Ministry of Education(2015).  This sequential view though puts texts as the primary mode which is not encompassing all multi modes of learning and knowledge creation so I added the reconceptualized framework from Serafini. Reconceptualized Framework below.

 I agree with his theoretical framework except for his view as reader -viewer because this is a limited view; which does not encompass all avenues of learning such as asthetic,afffective,kinesthetic,sensory,auditory which are utilized as well as reading and viewing visuals etc and Lenters describes the  5 modes as Linguistic,auditory,spatial,gestural and visual cues.(Multi modal becoming link below)

This framework meets the emerging needs of critical literacy with text:

Learners interaction with TEXT progressive framework:

1.code breakers(learning to read proficiently; beginning with phonetics/sound-letter)

2.text participants (check in with prior knowledge and experiences)

3.text user (audiences,purpose)

3.text critic(using critical thinking.evaluation)

Serafini took this framework wider to encompass Multi modal tools  beyond simply text as the digital information age is upon us: Students needs are growing to include decoding audio,visuals(symbols etc),advertisements use of text/images as well as  real time interpreting of social media platforms.

RECONCEPTUALIZATION(SERAFINI) LEARNER TAKES PATH;FACILITATED BY TL

1. NAVIGATOR-DECODING OF ALL FORMS OF MULTI MODAL TOOLS

2.INTERPRETOR-UNDERSTAND THE COMPOSITION STRUCTURES

3.DESIGNER-CONSTRUCT MEANING

4.INTERROGATOR-EVALUATION/REFLECTION

For a thorough list  of critical evaluation lessons/resources and surveys helpful for TL's to be aware of and share with colleagues and students,check out: schrockguide.net/critical-evaluation. . 

CRITICAL THINKING TOOLS AS A LENS ON CRITICAL LITERACY;

TL'S USE OF THESE VISUALS ARE HELPFUL TO TEACH AND DISPLAY

The acronym CRAP criteria is an easy to remember and apply for students while critically evaluating their  MULTI MODE resources: I would display it in a poster in the SLLC and share it with colleagues.

TL's must model/mentor critical thinking strategies by not voicing opinions, asking higher order questions,being aware of their biases and allowing students thoughtful deliberation realizing that there is not a clear single solution to complex issues/problems.For more strategies to share click here: wabisabilearning.com/blogs/critical-thinking/teaching-critical-thinking-skills.

I appreciated the  8 science based strategies from our module and would display this as a poster in the SLLC:

• 
  

The IDEALS acronym is a useful systematic framework for problem solving. Mark John Synders's  6 steps  break down the critical thinking process when inquiring into problems here:.Critical_Thinking_-_Teaching_Methods_and_Strategies handout. As a TL this handout is relevant and useful for sharing with colleagues and students.I'm not in total agreement with the enumerate the choices as often complex problems have more then one obvious number one choice but is interconnected. This is useful for more straight forward problem solving.

“IDEALS” … Six Steps to Effective Thinking and Problem Solving

• I – Identify the Problem
• D – Define the Context
• E – Enumerate the Choices
• A – Analyze the Options
• L – List Reasons Explicitly
• S – Self-Correct

Curation of Multi Modal resources that support Critical Thinking : 

 Tools for Thought ;Critical thinking Consortium; Tc2  based out of Vancouver BC has select resources that are free due to Government of Canada funding ,the remainder require a partner/member fee to download, for example a school with less then 50 teachers is $400 a year.which would be a lot for our independent school but the free resources are useful.

 Search  tabs by THINK(probing for information) COMMUNICATE(interpreting text) and ACT (relating to others)

Helpful tips: they provide a free sample lessons that can be downloaded. For example:Powerful questions useful for the primary group and a primary list of resources for critical thinking here Primary list . I noted the series of thoughtful book series; 6 picture books in print and one in video format :youtube story all useful for literacy development with deep themes and ethical deliberations through fiction. 

The Imagining series (fee)  under the THINK tab used the visionary approach and sparked possibilities for creative critical thinking with imagining through a superheros power, design components and exaggeration. This reminded me of our reading of scenario planning in visualizing future settings in SLLC's by Finch; click here to read How public libraries can help prepare us for the future. (July 18, 2019)

Thoughtbooks to sustain Inquiry-Critical thinking consortium,2016 3 book series,38$. Student inquiry templates for ongoing  interactive exploration,imagining,testing,revisiting,examining through personal inquiry process through use of drawings,words,recordings."How has what I have just learned informed,altered, or challenges my thinking about the issue,problem or project that I am inquiring about?"

Explain the Image- free lesson plan from Tc2.  Use as teacher guided inquiry for K-3.I choose this to hone in on critical thinking  strategies with visuals and the importance of being able to critically interpret visual images and make the connections to the visual power/iconic symbols of advertising and social media and our responsibility as critcal thinkers in our  own visual  digital and non digital creations and the message it sends.(especially for older students) use with the free  tc2 Picture sets and investigating strategies. Photographs,objects,visual/text demonstrations(cartoons,infographic,charts,posters etc) create multi mode opportunities for expression-linguistic and visual meaning that is more easily  universally understood with a emotional connection consumed by a larger audience.  This mode enables students who traditionally are not keen readers or ELL learners to express themselves to an audience; here is an example:Students photography multi mode creation.

Literacy challenges in a fake news world from the Saskatchewan School librarians association

25-resources-for-teaching-critical-thinking/ teachthought blog

WHY Multi Modal tools for critical literacy learning?

 The use of multi modal resources such as: literary fiction,infographics, graphic novels ,cartoons,objects/photos/music expressions,short films and authentic experiential place learning can be the spark for  deeper critical literacy especially within an inquiry based process. As a TL we are continually on the look out for meaningful multi mode tools that promote and cultivate information literacy.Professionally keeping informed and continually evaluating and weeding resources as needs change.

Through a visual and linguistic mode of cartoons students can make their own connections between the panels(fill in the details) and relate stories that would be difficult to put down in prose but cartoons allow for the  ambiguity in the universal human experience. By creating their own graphic novels/cartoons students benefit in many ways  including emotionally.  For more read, Miller's Blog with rationale click here: student-graphic-novels.TL's can promote their cartoons by providing panel templates and with permission displaying and /or posting their creations to a SLLC web page.

TL's can promote info graphics as a text/visual tool that helps students understand complex concepts in an easier way.For more tips on info graphics check out Walter Murray High School on Saskatoon Creating Infographics. By combining modes students are engaged in more complex meaning making where they  decide on their path rather then being strictly sequential as in text only(left to right).  A few examples being watching how to create/cook something then doing it, using imovie app to create a short film,igarage to write and create music,Powtoon , digital cartoon platform with speech bubbles and movements; Buncee , interactive slides;visuals and text,Padlet as an interactive display of learning.Then pedologies such as place based,experiential learning and Montessori all use multi modes of learning embedded in their philosophies that attempt to embrace students holistically. 

Physical literacy is often overlooked outside of PHE class and TL's can play a pivotal role in strategies and rationale to embed it more within the whole school daily. Multi modal tools used properly, embrace the whole being and embodiment of the student therefore having  a more emotional and lasting imprint in their response.

ROLE of Teacher Librarian:

our role in facilitating critical literacy is a multi prong approach that is essential for 21st century learning and needs to be embedded within students learning and embraced by all stakeholders.

 As TL's we provide the models/frameworks/acronyms  and big ideas that give students scaffolding in their  critical thinking behind meaning making and model/share and provide opportunities (co teaching too)to practice and collaborate and create their own constructions. The leading learning document continuum is a helpful guide to work towards with all stakeholders.This CSL framework provides a continuum action plan  called Fostering Literacies for life long learning. addressing a variety of literacies including critical literacy but not physical literacy.For example for critical literacy it states the goals of learning to be: Emerging: Text to text,text-self and world connections to the end goal being, Leading to the future-Students construct and share new personal meanings

 Serafini in Reading multi modal texts" states "Literacy educators will need an expanded theoretical framework from which to discuss the interpretive strategies readers will draw upon to make sense of these more complex texts in the new millennium." Above I provided examples that as a TL can be used and shared.TL's explicitly teaching,co teaching/displaying and modelling these meta cognition frameworks provides students the bridge towards critical literacy skills necessary for 21st century learning  in this digital, trans literacy age where there is an abundance of information at their fingertips

TL's have the opportunity to model and share with colleagues and students multi modal tools throughout the learning process for example using an IBP such as the CSL 5 Point Inquiry model  moving from the connect and wonder stage to reflect/evaluate. Students as Lenters notes are reader-viewers engaging with modes as navigators,interpreter,designer and interrogator ; TL's can use this as they scaffold the resource and the  inquiry based process for discovery. Click here for more Becoming Multimodal: Literacy In and Beyond the Classroom  I see students as more then just readers-viewers but holistically engaged with learning including kinesthically(Physical literacy) and affective domain connection for internal motivation.

 To facilitate critical literacy TL's can model an open ended non biased dialogue within a collective group discussion on a social justice theme that provides varied perspectives to challenge their thinking. Provide a hook/spark with a photograph,cartoon or several divergent texts/visuals. Have students display empathy through expressions such as roleplaying info graphics etc,  Let students develop their own self correcting antenna in understanding whose voice is this? Provide critical thinking frameworks and models(below) Suggest embodiment practices that collectively put differing views together with multi modal tools enabling more students with different learning needs/strengths to have the opportunity to make a wider  and deeper  learning connection.TL's can teach the concept of "container collapse" of how an original piece of information in the digital age can be quickly altered, modified and changed from original source with the potential to reach millions in a click. Download handout by Wilkinson on container collapse here :information-needs-types-and-qualities.

 Information fluency is the ultimate goal of the Teacher librarian in critical literacy: to analyze, evaluate and improve our thinking so students translate this to  their real life situations/tasks and authentic real world problem solving. 

Wabisabi Learning defines it as:Information Fluency is the ability to unconsciously and intuitively interpret information in all forms and formats in order to extract the essential knowledge, authenticate it, and perceive its meaning and significance. The data can then be used to complete real-world tasks and solve real-world problems effectively.(wabisabilearning.com/blogs/critical-thinking/teaching-critical-thinking-skills) 

TL's  key role is curating and  sharing of critical literacy resources that spark social justice themes with critical thinking models/frameworks, big ideas and strategies that empower students to examine,analyze and deconstruct multi modes/texts to see the larger social historical contexts. Through this process students are expanding their own views , challenging the norms,critically reflecting and responding to injustices with actions and words that make a positive difference. TL's need to mentor/model the meaningful learning connections of interacting with multi modes critically with students and colleagues. TL's have a responsibility to be as unbiased as possible in providing multi modes/texts of differing views together so students can be aware of cultural/racial differences and how differences can be enriching and positive yet ultimately our commonalities as humans are greater.

TO SUMMARIZE...

Critical Literacy facilitated by TL's is key in 21st century learning because we are in a digital, trans literacy age where there is an abundance of information sources at students fingertips. It is our response to this digital age that will help create trans literate citizens who are information fluent critical thinkers who are critically literate in recognizing the wider interconnections in our society both positive and negative.

Critical thinking  and reflection is an essential component of critical literacy. While critical thinking focus on a particular text/mode of information to dissect THE AUTHORS point of view/assumptions/biases; CRITICAL literate students can make wider connections to recognize power dynamics and social historical themes in our world. Critical literacy expands critical thinking to look beyond to our  increasing smaller world where information can be transmitted in a click. As TL's we have the opportunity to model this and help create students who are critically literate in today's information age.

References:

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.

Miller, Shveta.  (July 21, 2019). "The surprising benefits of student-created graphic novels." Cult of Pedagogy. Retrieved from: https://www.cultofpedagogy.com/student-graphic-novels/

Serafini, F. (2012) Reading multimodal texts in the 21st century.Links to an external site. Research in Schools. 19(1), 26-32. 

LibGuides: Walter Murray Collegiate: Infographics. Secondarylibguides.spsd.sk.ca. (2020). Retrieved 1 October 2020, from https://secondarylibguides.spsd.sk.ca/c.php?g=691976&p=4899967.

Fostering Literacies to Empower Life-Long Learners – Leading Learning. Llsop.canadianschoollibraries.ca. (2020). Retrieved 1 October 2020, from https://llsop.canadianschoollibraries.ca/fostering-literacies/.

12 Solid Strategies for Teaching Critical Thinking Skills. Wabisabi Learning. (2020). Retrieved 1 October 2020, from https://wabisabilearning.com/blogs/critical-thinking/teaching-critical-thinking-skills.

Information Needs, Types, and Qualities. Community of Online Research Assignments. (2020). Retrieved 3 October 2020, from https://www.projectcora.org/assignment/information-needs-types-and-qualities.

Tools for Thought - The Critical Thinking Consortium. Tc2.ca. (2020). Retrieved 3 October 2020, from https://tc2.ca/en/creative-collaborative-critical-thinking/resources/t4t-tools-for-thought/.

Snap, Spark, Provoke.. Spark.adobe.com. (2020). Retrieved 3 October 2020, from https://spark.adobe.com/page/jIKRGZjK7oSRp/.

Ssla.ca. (2020). Retrieved 3 October 2020, from https://www.ssla.ca/uploads/9/5/3/6/95368874/emerging_literacy_challenges_in_a_fake_news_world.pdf.

25 Of The Best Resources For Teaching Critical Thinking. TeachThought. (2020). Retrieved 3 October 2020, from https://www.teachthought.com/critical-thinking/25-resources-for-teaching-critical-thinking/.

LLED 462 Learning Log 1 (Module 3)

                   Learning Log Prompt Module 3 

Supporting learners through the library cultivating life long reader habits

 Introduction;

I decided after reading module one to give Powtoon Education  a try as I had never heard of this video creator and wished to take this opportunity to have tried it so I could suggest it to classroom teachers and make meaningful learning connections with this multi mode tool. I received 3 days free and after watching the tutorial, gave it a go. As I progressed ,I was a little confused as my character choice at the beginning now said Pro half way through which costs money but I was not hyperlinked to pay so I continued. I appreciated how you could add music,props and different backgrounds as will as the timing feature on the movements of charters as well as the  common open copyright photographs . I feel this would be worth the money at 4$ a student for middle year students because its fun to create and more interactive then slides(Powerpoints) without the complexities of filming a video and uploading it. I could not embed in blogger so submitted Powtoon video addressing this dilemma as a TL; of censorship and advocating for free reading choice material in this Powtoon.

While addressing this dilemma, where a student is told by his mom to read a particular level of book and type-chapter books; I decided in order of importance  as a TL; I would first speak with the student  to address any feelings of inadequacy,then  caregivers/parents and classroom teacher and administration assuming that as a school our policy was voluntary choice for daily Silent Sustained Reading. I know in our school it is their free choice. I felt that it was important to listen and acknowledge the parents concern behind the request and provide information  and strategies such as a preview short stack to back up my stand on not leveling books. Having evidence backed research promoting free choice available if requested is essential too for example : School Library Journal; Thinking outside the bin why labeling books by reading level dis empowers young readers;Parrott,2017 and.leveled-reading-groups-dont-work-why-arent-we-talking-about-it by Karen Vaites.  After addressing the parent, I would ensure support  and advocacy from the students classroom teacher(s)  and relate my interactions with the principal so if needed admin can back me up  and provide any evidence of the benefits of voluntary reading choice. As well, If not already done so I would create a policy stating our  whole schools agreement on non leveling and make it available to all stakeholders online and via SLLC website. I noted our school does not have one and I looked for policy statements at BCTLA and CSL and could not find any. I would be interested to know if other schools have a policy concerning leveled books?

Whole school support 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.)

 Their background  prior knowledge/content knowledge is a big factor in their reading comprehension therefore key when selecting. Getting to know students particular  knowledge strengths and  level of interests will be a springboard for selections that they are motivated to read.

Criteria being as guide to self select  which TL can model include:(Parrott, 2017)

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

TL's can through a reader advisory and observation ask 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.Their views then can be encouraged to be shared with peers through formal book-talks/reports and peer reading networking formed with encouraging informal conversations that develop life long reading habits. Some questions TL's can ask are: What was the last book you read that you really liked? why? genre? author? What are you most interested in? Encourage deep reading to make emotional connections with students through literary fiction and poems but all forms are an avenue to love of reading including graphic novels and read aloud in person and  audio e books so considering which format will best suit their needs best is essential. 

The short stack suggestions(like in this dilemma) could include some Hi-Lo chapter books readingrockets hi-lo books as well as quality magazines(Owl, National Geographic for example) and use of e books such as tumblebooks.  One suggestion for this dilemma is; Mary Pope Osborne chapter books for ages 6-9; Dark Days in the Deep Sea. because of his interest in sharks.

I liked the idea of writing down the title of extra books to be read later that were chosen in a list called, Books I want to read: and giving the student ownership over his own reading identity while modelling selection criteria. 

These quotes summed up for me the key role a TL has in creating a reader identity and therefore promoting life long readers who are excited to keep reading.

The key is more choice, not less, Carter believes. “Let them take out a lot of books so that somewhere in that pile they find something that satisfies them,” she says. “But we have to keep that process going….When they come into the library the next time, talk about their choices: what worked; what didn’t. They have to learn their own processes for selecting books, and if we keep narrowing the choices by artificial constraints, we aren’t giving them that chance.

Betty Carter, professor emerita of children’s and young adult literature at Texas Woman’s University, noted in a July 2000 SLJ article

“While children are learning the skills of reading, they must also develop a positive reading identity or they will not become lifelong readers,” she says. “Removing, defining, limiting, or rejecting children’s reading choices disempowers them and creates negative attitudes toward reading—and most likely, school.”(Parrott,2017)

The Guardian: Why we need Libraries an essay in pictures(Gaimen and Riddell)

I appreciated this pictorial format in advocating for libraries and much like the graphic novels that many of our students enjoy the visual connection. I picked this visual because it really summarized the importance of the multi layered role of the teacher librarian. collaboration,advocacy. prepared safe environment; freedom of choice and curation of multiple modal literacy for sparking life long learning.

Krashen provided a framework in his, Conduit hypothesis of the stages of  reading that are a helpful guide for TL's in their role of facilitating readers for life and protecting their self determination by not endorsing leveled books and reading groups: see link below for more:

Stage 1- read aloud/hearing stories,audio books

stage 2-self-selected recreational reading and SSR

stage 3- narrow academic reading

In summary; forming a relationship with students is essential in order to best facilitate their internal motivation for reading by allowing them to express their preferences and valuing their input.By facilitating enjoyable reading opens the door to expressing themselves in a multi modes; writing, speaking and developing critical thinking skills then combing modes trans literacy such as digital,visual and physical literacy.

Ultimately, the goal is for all students to view themselves as pleasure readers for life who are empowered by their own reading identity and who also share their opinions and views freely in their reading journey with others creating reading mentors and a reading network.  I appreciated Karen Vaites blog as well as an evidence based article advocating against leveled reading groups and book marked it for future use.  Creating school policies around non leveled reading with consultation from the SLLC Advisory committee with the TL as lead would set a framework for the school.We as TL's have a choice  on how we view reading as the leaders in  multi literacy so I feel its vital that we are clear where we stand and be able to articulate it well and back it up while listening to your stakeholders views and concerns always remembering that as a TL we also model this!

References: APA

Miller, D., & Kelley, S. (2013). Reading in the wild : The book whisperer's keys to cultivating lifelong reading habits. ProQuest Ebook Central https://ebookcentral.proquest.com

Krashen, S. (May 1, 2018). The conduit hypothesis.  Language Magazine.  Retrieved from: https://www.languagemagazine.com/2018/05/01/the-conduit-hypothesis/ (Links to an external site.)

Lillard, A.S. Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform. Educ Psychol Rev 31, 939–965 (2019). https://doi.org/10.1007/s10648-019-09483-3

.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

Gaiman, N. (2013, October 15). Why our future depends on libraries, reading an daydreaming. The Guardian. Retrieved from http://www.theguardian.com/books/2013/oct/15/neil-gaiman-future-libraries-reading-daydreaming?CMP=twt_gu

Gaiman, N. and Riddell, C. (September 6, 2018).  Neil Gaiman and Chris Riddell on why we need libraries - an essay in pictures. The Guardian.  Retrieved from: https://www.theguardian.com/books/gallery/2018/sep/06/neil-gaiman-and-chris-riddell-on-why-we-need-libraries-an-essay-in-pictures

Krashen, S. (2012, April 5). The power of reading. The COE lecture series. University of Georgia. Retrieved from: https://www.youtube.com/watch?v=DSW7gmvDLag (Links to an external site.)

Reading Rockets. 2020. High/Low Books For Children. [online] Available at: <https://www.readingrockets.org/article/highlow-books-children> [Accessed 14 September 2020].

Parrott, K. (2020). Thinking Outside the Bin: Why labeling books by reading level disempowers young readers. School Library Journal. Retrieved 14 September 2020, from https://www.slj.com/?detailStory=thinking-outside-the-bin-why-labeling-books-by-reading-level-disempowers-young-readers.

BOOKMATCH – My Audiobook Librarian. My Audiobook Librarian. (2020). Retrieved 16 September 2020, from https://myaudiobooklibrarian.com.

 ASSESSMENT DOCUMENT-OVERVIEW MODULE

5  PHE situations and description of why I choose this type of assessment :

  1. PHE SITUATION:      Student created SMART goals addressing their personal physical abilities and health. Model yours to students. The number depends on age of students. This could be ongoing throughout the year advancing their  SMART goals as they meet them  creating greater internal motivation in advancing  their own growth/achievements and learning.

Type of Assessment:  self checklist used  for  assessment as learning  ; formative assessment. I suggest they write their own summative goals achieved at the end of the year for their own individual success/potential to carry forward. Have students check off SMART acronym criteria checklist before. After specific time a yes or no and why or why not? What can I do differently? Modify goals etc.

Description of why:
I choose this type of assessment because it gives ownership to the students in creation of goals then in applying and analyzing if they met it or not and why? what could they change etc. I would have them write a reflection t each goal so they learn meta cognition. 

2.PHE SITUATION: Theme     teamwork:  Discuss with students what teamwork looks like and write down their criteria so all can understand. For example: cheering on all players regardless of ability.  Always, sometimes, rarely as a frequency rating. 

Type of Assessment: Rubric intentional ; assessment as learning; formative. I would suggest teachers  and peers could also observe for criteria on separate rubric for each student for assessment of learning for ongoing feedback on each unit.

Description of why:
I choose this type of assessment because it puts students in the drivers seat in discussing the criteria and deciding together on this theme so they can see how they play a part in teamwork and grow in their co operation/collaboration skills in sport. It can be done at beginning and end of year.

3.PHE SITUATION : SKILL  for specific sport based skills; example being: dribbling basketball in control around 4 pylons;(2 point example)  with emerging, developing proficient extending to set out main skill objectives for teaching to students and let them know the learning goals they are working towards.
Type of assessment:  rubric (how many points depends on age)formative; assessment for learning; do one for each student at beginning and end of unit to gather growth and leave room for anecdotal observations.

 Description of why: by outlining the major skills taught and sharing them gives teachers and students a clear path of learning and where they are starting from and how much they have developed in each criteria/skill by the end is encouraging to them.

4.PHE SITUATION: Introduction of new game/unit   using the  BC ERAC Checklist as guide  using instructional design, technical design, and social considerations(special needs,Indigenous etc,) to evaluate your new game/unit to ensure EDI. Beside the checklist leave a spot for WHOM? and HOW? as needed. for example; How? pairing with a more proficient student; use smaller ball, less space etc.

Type of Assessment-  formative checklist with specific notation;assessment for learning in accommodating all students and adapting as needed.

 Description of Why? I choose this assessment because it gives an overall view before beginning a new game or unit in ensuring accommodations and cultural considerations are addressed with the view that its a work in progress.

5. PHE SITUATION:  PERSONAL  PERCIEVED EFFORT  use in a specified physical activity for example a 1 km run or a dance class etc. Use a numbers scale from 1- hardly any, 2-a little 3-somewhat I tried, 4 -good effort to 5- I give it my all.

Type of Assessment-   Dated student self assessment rubric with rating between  1 and 5 for each activity listed . Formative assessment as learning .I suggest students keep chronological track (dated) and assess how they feel over time with space for why did or didn't feel good this day ? Each rubric will be specific to the unit/sport. I suggest younger children can just show you their fingers to indicate how they felt they did in their effort. 

Description of why?  I choose this assessment to get an idea of how students view themselves and their precieved effort levels as well as their confidence going into a variety of physical activities.  A student may love running and rate highly but the opposite in dance so greater encouragement is needed for the following class by teacher. Students can see they play a part in their success by trying their best no matter their level. It also gives students the data to see why they may not have been able to exert themselves.(look at health issues, eating, sleeping etc)
 Older students can use scale for exertion for 1 to 5 instead of effort and describe what a 1 looks like as compared to 5(out of breath anaerobic) click here for more from BC PHE  Rate of percieved exertion.

SECTION C 

Equity, Diversity and Inclusion Resources:

BC ERAC Evaluated Resources/Checklists; I choose this BC Education document because there is a wealth of considerations and useful checklists to ensure equity diversity ,inclusion and accessibility for ALL learners through instructional and technical design ans social considerations including special needs,gender orientation, Aboriginal(their term), multiculturalism and belief systems. In PHE the instructional design is of key importance.

FNESC Authentic Resources updated 2016- 144 page professionally curated fiction and non fiction books for K-9 reading level. Includes themes and written for student audiences.  FN authors use traditional storytelling techniques and FP techniques such as circular structure, repetition, weaving in spirituality and humor. For example; As in introductory spark  in PHE the official book of the 2011 all native basketball team  in Prince Rupert could be read titled: B is for Basketball; exploring sport, co operation and collaboration.

Diversebookfinder- free collection analysis  tool of  picture books to ensure diversity of picture book collections in order to not normalize the dominant white representation but equally include black, indigenous people and people of colour (BIPOC). This tool analysis has a unique circulating collection online and provides critical analysis of data and research that looks at exploring who is represented and How in order to authentically represent and explore  diversity themes from their perspectives.

INCLUSION in sport: Disability and Sport- Journal article ;Sport in Society, Florian Kiuppis (30 Aug. 2016) Insightful rationale and useful Sports development Continuum scale from 1-5; % being most restrictive. Helpful acronym STEP for adaptations to ensure inclusiveness; S-space;T-task, E-equipment, P-People. Rationale for importance of inclusion of all creeds; disabilities,orientations etc with UNESCO statement of "..inclusion,equality and Physical literacy as central tenets of a quality Physical Education" therefore its  a  crucial right to access participation in sport not an extra.

Black  Childrens authors book directory; collection of black authors books categorized by picture,middle and teen to accurately depict themes and issues. Non profit society.

Removing barriers to Inclusion and participation TED Talk- Utube video by Gary Evans founder of DEMAND which supports adaptive/assistive environmental design/equipment for persons with disabilities including in schools so children can reach their potential. Use of 3D printer technology is noted as our school has one.

Inclusion: The importance of Societal participation-  short powerful , Utube video by Frederick Covington.  I like his definition of Inclusion: Universal oneness though not the same. Examples of school based inclusion are helpful.

                                                    TWO SMART Goals; OVERVIEW MODULE 1
SPECIFIC
MEASURABLE
REALISTIC
TIME_BASED

Part One:
1. Physical activity SMART goal is:

 I will do 3 running strengthening exercises from my running strengthening book for 15 reps each two times a week.

 Week ONE- Record exercises/date

July 1st -the discus-thrower, one legged deadlifts, the phoenix-COMPLETE
July 4th-


Week TWO - Record
July 7-

July 9-


This supports my overall wellness by giving me a complimentary exercises to do with running helping me to run better and stronger therefore longer and injury free by strengthening my core and muscle imbalances that may happen with running especially with age. Currently I'm doing well with physical fitness so this goal along with yoga which I already do(in apartment since virus) will even more so connect the mind/body connection therefore relieving stress and increasing my mental well being.

2. Occupational  SMART Goal:
 I need practical experience as a teacher librarian which I started in a volunteer at James bay school and since the schools are closed I will make a SMART goals around the public library.

 SMART goal:
 I will call  Thursday July 2nd the Central and James bay library to inquire about volunteering after this class is over one day a week until September.
If this isn't possible(possibly due to virus) I will create  a one page list of recommended online resources that are inquiry based for colleagues by the end of August.

Record: phoned library and as predicted no possibilities for volunteer for at least a year. Will complete list by August 30th.

My goals cannot be done right away for this course to be meaningful. These are important for my well being so I can see myself making progress in how I wish to make positive impact on students and use my skills learned.   This will benefit my confidence and competence overall by interacting with librarians and patrons and putting learning into action therefore increasing my mental health and reducing anxiety.

 Thursday July 2nd:

                        Overview Module 1

REFLECTION of FIRST PEOPLES PRINCIPLES OF LEARNING:

My experience prior to this course was a brief  teachers course in relating to First Nations students in Regina and my Montessori school had an elder come and speak with us during  an inservice day. I recall burning incense and picking a coloured ribbon that represented your spirit. I picked orange and still hang it on my mirror. I had two Metis friends growing up and my parents were part of the Open Door Society In Regina so we often interacted in our home with different cultures.

The FPPL that I am most drawn to is, "Learning is holistic,reflexive,experiential and relational"(focused on connectedness, on reciprocal relationships and sense of place) This FPPL makes the most sense to me since learning is all encompassing and involves the ability to make connections,co learning and inquiry based process and is not a one way street from teacher to student. This is also true within the Montessori philosophy of following the child; teacher as guide/mentor with choice in a prepared environment.

I felt that the  First Peoples learning principal that I felt could be better utilized in teaching situations is that learning involves recognizing that some knowledge is sacred and only shared with permission and in certain situations. Situations that this principle can be applied are many such as not putting students on the spot in a large group but speaking to them on a private safe place therefore creating a respectful  caring relationship .  Being cognizant of the situation and who is listening so not to speak their sacred knowledge where its out of context. For example; the news of a student coming out as gay needs to have their permission. This principal is definitely applicable within the school staffroom or in the hallways where sacred details/knowledge can be overheard and not respected in its context. As caring teachers we need to be aware of what is spoken in the staff room  and not speak  unnecessary details but  rather speak in specific situations with the people only that are needed to support students.  For example, going to their home or  cultural event such as a pow wow. 
This principle also applies to colleagues respecting information and being aware of when it should and shouldn't be shared. For example;  its not appropriate to give personal details of another teacher with your principal. 
As well of equal importance in order to relate better to students  and more truly care; are the principles: Learning recognizes the role of Indigenous knowledge and Learning is embedded in memory,history and story.

Reading this blog Culturally relevant Physical Education Conversations with Mi'kma'ki elders and community leaders I identified these 3 points that resonated with me are:

1.Use Indigenous research methodologies not ethnocentric relevant approaches. This resonates with me because this is the foundation of ensuring authentic information/data so as to not appropriation where Non-Indigenous takes elements as their own. They used conversations as opposed to interviews,listened to story telling and let them listen/read their recorded oral telling and receive their permission to publish. The researcher and participants were viewed as co learners in the learning process so there is no hierarchy as is often the case in eurocentric research.

2. Another point that resonated with me is that the term Aboriginal is not the correct term  but is a political word imposed the FN's instead use their specific identity such as Inuit,  Metis, or their specific nation such as Cree etc. Indigenous is an all encompassing term that is best used in an international context for all first peoples. An important point is that just like non indigenous people have many more specific races/cultures its key to be  context specific to  each nations cultural identity to put knowledge into context is most important to  be relevant to the themes ,issues and historical perspectives  so not to misrepresent and truly care for students. This is relevant because otherwise the white experiences, histories become normalized and the FP's  are not given credence and accommodation.

3. Lastly; what resonated with me was the most important is to take the time to understand their themes,issues, attend community events,make outside school connections and truly show that you care, ask them questions before assumptions. create a supportive climate that embraces their culture and makes them feel proud of their identity and incorporate meaningful curriculum by making adaptations towards what is relevant to them. examples are traditional dances, sweats, basket making  and use of the Medicine wheel showing interconnectedness  and interrelationships.