Learning Log 3

Learning Log 3 Part One:

 How could you promote yourself as an Inquiry resource and collaborative partner?

I choose this one because this is a challenge in processing how I could insert myself at the point of need in IBL and as a meaningful trusting source to come to for collaboration and best resources.
  
Promotion is a multi prong endeavor that would include providing ease of access and clear communication through:

1.  Easy access to on going scholarly rationale for inquiry based learning verse Ib teaching?  What is it and Why? I think providing the links via email (can be part of SLL blog link) and a hard copy of articles in the staff room to read at their convenience. Examples being Stripling article; Inquiry through the eyes of Classroom teacher provides context between the subtle yet key differences of IBT and IBL and being able to meet teachers where they are. By asking key questions such as is," Are you allowing student led questions and teaching them how to ask higher order questions?  and  Library supported Inquiry provides a summary of what is IBL and the rationale for it.

2. Forming the right mindset to enable  a collaboration relationship(assurance win/win enrichment not prisoners dilemma of mistrust-The new power of collaboration TED talk) through conversations asking colleagues how and when can I be of assistance?  Consider their point of view and developing from the level of collaboration they are at.Collaboration Assessment tool is helpful in determining the progression.
picture

3.Create an ongoing  SLC  Inquiry blog with annotated links to inquiry frameworks, inquiry planning documents  such as the Collaborative planning guide Points of Inquiry(BC School Librarian) LibGuides , examples of IBL assessment such as rubrics and child led conferences of their work/mini  scaffolding conferences  and graphic organizers to frame learning etc.

4. Email a survey to teachers requesting their feedback on areas of need  for resources and contextualized use of them for IBL especially specialized ones such as maps, photos, databases; real world connections to community resources etc

4. Add to the school  e newsletter with timely articles that promote IBL and collaboration and evaluation of  digital and non digital resources  that fill a particular/and local need(student diversity, English as a second language;accommodating learning challenges etc;)

6. Become knowledgeable of the curriculum outcomes to be able to match specialized resources (multi-literacy)at point of need to contextualize their learning and offer to co-teach throughout or specific inquiry skills.
 These are only a sampling of promotion strategies as ultimately it's all about growth and  sharing learning  to benefit and enrich society. 

PART 2:

Discuss how the Integration and embrace of Indigenous ways of knowing can enable learning to be accessible for all learners.

Implementing Indigenous ways of knowing/processes are complementary to Inquiry Based Learning and provides a counter framework that challenges the traditional euro centric view of learning that enhances and creates differentiated learning for Aboriginal and non-Aboriginal learners.
  In Aboriginal Lens article for reconciliation states that :
Relevance requires: Incorporating Aboriginal world views and making them essential component of classroom and school curriculum. 
Responsibility requires: Employing the lens of Aboriginal ways of being in all classrooms.

I believe that their ways of knowing are beneficial not only for Indigenous students but  for all because by implementing their view on learning shows respect and understanding of Indigenous peoples historical place in our society in adopting their ways of  being benefits all students. 
In the Aboriginal ways of knowing states  ways of knowing:
-Learning is connected to land;culture and spirit.

 This opens up many possibilities for learning within students  local community by embracing students culture background and  faiths which is authentic; place based real life learning.

-Learning honors elders and know keepers through important teaching through stories.

This way of knowing is beneficial to all learners by honoring the importance of sharing knowledge and being  in the ;educator position passing their understanding on especially through the traditional Indigenous way of storytelling which is more personal/and authentic. Students collaborating/sharing with a variety of audiences (Montessori classes are 3 year spans where the younger children learn from the older children) gives them confidence in their ability to learn and understanding how they learned in order to pass it on.(meta cognition)

-Learning by relationships,respecting distinct cultures and perspectives.Creating a safe space in the circle where everyone belongs.

This way of knowing is transferable to all cultures and beliefs and by forming relationships this learning goes much  deeper in creating empathy and understanding others points of views. (walking in anthers shoes)  Relationship forming is key in creating a differential learning environment; with acceptance of all; when the teacher/ TL and student trusts each other and can capitalize on their strengths and  accommodate their weaknesses. Check out The Goals Differentiated Learning.

Nokum is my Teacher; By David Bouchard is an example of storytelling passed on by an elder(grandma-Nokum) to his grandson written and illustrated by Indigenous author/illustrator.

 Storytelling Northern Cree Indigenous author

  I really appreciated going deeper in my learning from comprehension  intellectually knowing the importance of Indigenous ways of learning but not really  understanding them in order to begin considering applying and analyzing why  to embrace them. I can see now how Indigenous ways are aligned with student led learning  with the goal of reaching their  differential potentials and varying learning strengths with and emphasis on observation scaffolding to doing; relationships, storytelling,visuals/symbols and a non-linear (as is IBL) way of learning.


 References:
Rheingold, Howard. "The New Power Of Collaboration". Ted.Com, 2019, https://www.ted.com/talks/howard_rheingold_on_collaboration?language=en.

"UBC Library | Ezproxy Login". Web.A.Ebscohost.Com.Ezproxy.Library.Ubc.Ca, 2019, http://web.a.ebscohost.com.ezproxy.library.ubc.ca/ehost/pdfviewer/pdfviewer?vid=1&sid=ea31c0ff-3d73-4398-bbca-a863310cb504%40sessionmgr4007.

"Introduction To Inquiry - Opener". Library Supported Inquiry, 2019, https://librarysupportedinquiry.weebly.com/introduction-to-inquiry---opener.html.

Bctf.Ca, 2019, https://bctf.ca/uploadedFiles/Public/AboriginalEducation/AboriginalWaysofKnowing.pdf.

Bctf.Ca, 2019, https://bctf.ca/uploadedFiles/Public/AboriginalEducation/AboriginalLens.pdf.

"UBC Library | Ezproxy Login". Web.B.Ebscohost.Com.Ezproxy.Library.Ubc.Ca, 2019, http://web.b.ebscohost.com.ezproxy.library.ubc.ca/ehost/pdfviewer/pdfviewer?vid=1&sid=725faf70-bbb6-4364-93bc-679f053aed90%40sessionmgr101.

Learning Log #2

                                                                                     Learning LOG #2                                                  Part ONE:

Identify and discuss additional rationale that supports the embrace of inquiry based practices.

I chose this one because eventually as a TL; I desire a deep understanding of Inquiry Based Learning so I can be the impetus towards encouraging colleagues desiring to know more on how and why to embrace Inquiry based practices.
I highlighted the key essential words/phrases that support a rational for Inquiry Based Process.

Rationale:

The BC redesigned curriculum supports IBP with their concepts interlocking model. It is based around concepts with interlocking circles of UNDERSTAND(Big Ideas) KNOW (Essential Questions/Problems) and DO(authentic; real life action,connections, competency assessment)
BC redesigned Curriculum has put the emphasis on,"curriculum  that has less knowing and more doing along with focus on Big Ideas" and "Assessment AS learning not assessment FOR learning" which embraces IBP because it's not a accumulation of knowledge or a list of topics covered in isolation.The focus is not on summative assessment but ongoing formative competency based assessment as a means to demonstrate deep learning.
IBL also embraces the 6 core competencies of the BC curriculum(link above) such as social awareness in making the big connections/reoccurring patterns in society and our place in them and  our ability to create change in the 21st century information age.

 Additional rationale comes from the, "It's all about the Wonder: Kindergarten unique based Learning," by Ritters and Watters who notes the change in the patterns of dialogue from the educator being the sole director and responder of students questions to the freedom of  dialogue back and forth with student led and all others who provide a point of view/input in the IB process. This is an important distinction that gives students the time to ponder more deeply and reflect on their learning which creates more higher order questioning.
I appreciate her distinction in IBP between not just being a facilitator but a provocateur who plants the seed for further learning/motivated to know more. She emphasizes the IBP of assessment throughout to check for understanding and providing essential information as needed to make learning go deeper. Click here to read article;It's all about the wonder;Kindergarten Inquiry Based Learning.
IBL provides for time to think and reflect while theme/topic based  research covers only the surface  and  makes little interconnections of concepts/big ideas. Ron Richart gives a pictorial model," Making Thinking Visible" in Ritters and Watters article that furthers IBP of critical thinking and  the practice of not making assumptions. IBL also naturally provides opportunities for different modes of learning that address students preferred style to learn(kinesthetic; audio etc)

Montessori pedagogy also follows IBP in personalized auto education providing the prepared environment and guide teacher who observes for scaffolding/check ins to advance their own intrinsically motivated inquiries that are often shared.The mixed ages  with an observant guide encourages the creation of a constructionist  collaborative   environment. Overall Montessori guides only provide the essential information/concrete resource to stimulate the child's natural wonder to explore and then provide more essential questions/information as needed. Assessment is through observation of competency;mini conferences to check understanding throughout (keep the flow) and a variety of modes to demonstrate learning throughout . Students have big work choices and have freedom to spend time to go deeper and  show craftsmanship within a concept. Example is the use of timelines (actual ones; starting with their personal life from birth) to the Great lesson timeline of  how the world and civilization on earth evolved which opens up many inquiry questions. 
The use of the golden bead materials  provides the concrete visual representation of place value that is further developed  to the use of the bead frame and eventually abstract creating habits of the mind. Another example is the  concrete representation of the trinomial and binomial boxes in the 3 to 6 aged classrooms are  a big idea precursor to algebraic expressions. Montessori said,"growth comes from activity,not from intellectual understanding."

 I hadn't thought of Montessori within the IBP pedagogy but now that I had the opportunity to begin to delve deeper into IBL I can identify that the big ideas of IBL can be seen in a Montessori environment. (highlighted in yellow)

This utube video validates IBP because the aim is to have Flow  which requires the right amount of challenge and skill and the Inquiry process naturally can do this:click here:  youtube Flow learning video allowing for uninterrupted attention and internal motivation.

Finally IBL is a life long mindset that allows students to hone the skills and learning needed to be employable in the 21st century as stated in The Conference Board of Canada;Employability Skills.

 As you can see there is a strong rationale for IBL and this is just a sampling!

Identify and discuss some strategies or structures that you could use in the classroom or SLC to foster enjoyment of learning:

Strategies include:
- Observation skills to discern students strengths/weaknesses, learning styles,personality,interests and students practiced in the Inquiry process to discern information/data and help solve problems.
-creation of prepared environment that is structured to allow for interdependence and Independence therefore naturally sparking interest in learning more.
-forming relationships based on observations that encourage students to feel more confident to make mistakes/ ask questions/explore and be risk takers.Harper and O'brien comment on Relational teaching where students are internally motivated( as opposed to external rewards/non specific praise) in Putting students in the Drivers seat.
- competency based assessment/check ins throughout for learning and scaffolding to keep flow and desire/motivation to delve deeper 
-Morellin,Luhtals,Russo in Engaging educators and Engaging learners mentions the importance of a safe responsive respectful learning environment which is the foundation upon which if prepared properly (Montessori  philosophy concept) it will enhance risk taking; curiosity and focus which is key for  the IB process.

 Structures Include: 

-historical-thinking-concepts 6 concepts which I would include literary resources such as novels;historical fiction

-scienceworld resources/discrepant events- free Telus online resources that use the surprise factor which is not just for science but the unpredictability factor is a spark cross curricular.

-Visual representation form; charts,maps,pictographs,photography, concrete objects;realism etc.,

-Implementing-Place-Based-Education this article provides rationale(examine where you live and  make larger connections from local to global context)
   
-BC Education Concepts model with circular Know, Understand, Do embraces IBL(see above link)

BC Redesigned curriculum supports IBL

-Kuhlthau guided Inquiry Design-7 stages from initiation to assessment

These  IBL structures should be used as a guideposts fluidly not linear nor exclusively.The structures are adaptable and do not need to be used precisely necessarily; as a lot of enjoyment comes from the unexpected and we should go with the flow!

References:
-"HISTORICAL THINKING CONCEPTS | Historical Thinking Project". Historicalthinking.Ca, 2019, https://historicalthinking.ca/historical-thinking-concepts.

"Guided Inquiry Design | Carol Kuhlthau". Wp.Comminfo.Rutgers.Edu, 2019, http://wp.comminfo.rutgers.edu/ckuhlthau/guided-inquiry-design/.

"Free Resources". Science World, 2019, https://www.scienceworld.ca/resources.

Gettingsmart.Com, 2019, http://www.gettingsmart.com/wp-content/uploads/2017/02/Quick-Start-Guide-to-Implementing-Place-Based-Education.pdf.

"FLOW BY MIHALY CSIKSZENTMIHALYI | ANIMATED BOOK SUMMARY". Youtube, 2019, https://www.youtube.com/watch?v=8h6IMYRoCZw.

"UBC Library | Ezproxy Login". Www-Deslibris-Ca.Ezproxy.Library.Ubc.Ca, 2019, https://www-deslibris-ca.ezproxy.library.ubc.ca/ID/445197.

Learning LOG #1

                                                               Learning Log # 1                 LLED 469                                                       


PLACE  BASED  INQUIRY LEARNING:

What did I do and what were my conclusions?

Using the free inaturalist app I walked around my apartment located in the inner harbour area of Victoria; BC. and took pictures of plants and trees. The snapshot then was connected with the most likely Genus name and picture and then top 10 species suggestion names and pictures. Included was a map of observations where you can zoom in on and a link to more information at inaturalist.org. This place based, learning by action inquiry exercise had me posing a lot of questions and developing my observation skills when matching my picture to theirs to determine its correct name.  It caused me to speculate and be intrinsically motivated on the many aspects of plants including origin; possible uses; classification hierarchy; etc;. I formed this web to outline my inquiry process and  interconnected pathways that as I discovered new information it created more questions along with use of further resources driving the inquiry learning. An example of this is the Utube video here: Leap Into Action , Collaborative Environmental Stewardship. Students were guided with higher order open ended questions then used free inquiry in choice of topic/problem and method/pathway of discovery and actively contributed to their classmates and community.

My Inquiry web

 My conclusion was this app is an exciting,stimulating tool to encourage as stated in  the; School Library article; Zeroing in on Inquiry by Sharon Coatner; wonderment,curiosity  higher-order thinking and it is messy and not linear."  My learning was sparked by taking pictures of plants and it was enticing to discover information that made me want to know more and more. I felt a part of a constructionist learning model building upon my inquiries including the opportunity to interact/contribute with other naturalist too in sharing and synthesizing  information.
The 4 major inquiry criteria as set out by  Kristin Fontichiaro is a quick assessment to check that the process is truly Inquiry based learning. Click here for more:What's Inquiry? Well, I know it when I see it.

How was Inquiry based learning incorporated?

As stated in the: Canadian School Librarians document; Leading Learning:  "Designing learning environments to support participatory learning;inquiry learning was incorporated because the focus was on a co-creation interconnecting the physical and virtual world; opening up learning pathways;collaboration digitally with other naturalists and classmates;opportunities to expand with further resources and opportunities for innovation/creation such as detailed illustrations of a particular plant/tree.(example being realist painter; Robert Bateman) and adding to the intake of data fields identification of species in locating and naming plants.(biodiversity assessment) Students can share their findings to other naturalists through identifying plants on inaturalist which in turn helps other conservation agencies as they act as naturalist making real contributions.


Questions I posed when using the app were:

How are plants/tree classified? What are the levels of classification? Why do they originate with  Latin names? Which plants I took pictures of are useful/purposeful to humans and /or animals? Where did they originate from? Are any at-risk plants?  What characteristics make them the best plants for this area? What is the land use now and historically?

 I then began to ponder higher order questions that help create  greater inquiry possibilities beyond the remembering/ comprehension stage of the Blooms Taxonomy

 A few guided  Higher order thinking questions for Inquiry learning are:

APPLY: Select and draw 2 plants  and list the classification names in a chart or any pictorial form from Genus to species. (7 STEPS)
Look at the map of observations to determine where these species are found.Why do you think they are best suited in these locations?

ANALYZING: Explain why these plants/trees are best suited for this ecosystem/location.
Categorize the plants/trees under the same Genus.Which has most/least why? List the uses of plants/trees and give examples from your location. Choose 2 from same Genus explain differences/draw them.

EVALUATION: By analyzing the plants/tress evaluate the biodiversity.(how is it doing?) Assess if any plants are at risk? Infer why. Evaluate if the land is being used well to benefit conservation and what would you add or change?

CREATE: A pictorial Guide to your location with illustrations with Latin and Common name.(Butchard Flower and Plant Guide is  an example) Draw a pictorial map or create a clay model of the ecosystem and explain the interconnections/purposes with animals and humans. Determine if this ecosystem is at risk or not; why or why not? How can we make a difference. Share with classmates.


How could the School Librarian insert this activity into the learning commons?

As School Librarians we can lay the framework by designing/redesigning learning that is true to inquiry based learning preferable the more student driven Guided or Free (most freedom) as opposed to Controlled or Structured inquiry. (Mackenzie 2016) School Librarians have the opportunity to foster an attitude towards wonder, curiosity and exploration through sharing the use of inquiry formats and steps of inquiry to colleagues and students.

Enlarge 3 pictures of plants or bring in live or dried that are local with the caption;Can you identify the names of these plants?   There is more then one!  Let students record  possibilities. The data then can be used by a class of older students to spark the discussion around the plant hierarchy from the largest being Kingdom to specific Species and use of common and Latin names. As well a pictorial web format  can be displayed in the learning commons and various students fill it out. Encourage different formats in displaying names.(pyramid, drawings etc;.)
 Write below pictures the app name; inaturalist and collaborate with teachers in the inquiry use of it. Teachers can arrange that students can go with a parent volunteers in small groups of 2 or 3 for ease of access to view volunteers phone.
Another activity; is to bring an a basket with items made from plants that students could research and guess the common name of plant and what it was used for.  Example is hemp cloth, tissue, cork etc;.End of week supply match cards to objects for students self assessment. Bring a basket of a variety of flowers and plants.Ask the question; How would you categorize them? ( scaffolding discussion to the 5 groups of  plant taxonomy )
Create an ongoing list of items that humans use and/or eat that come from plants; guess how long it will be.

Resources to help answer questions include:
Digital Tools:
1. NatureServe (ecosystem/biodiversity etc; information and access to experts to answer questions)
2.National Conservancy of Canada (podcasts specific to each province)
3. inaturalist.org (share identifications)
4. gardenguides.com(for children;classification)

Pictorial dictionary (students good reference for Latin and Common names of local flowers)
1. The Butchart Garden; Flower and Plant Guide
2. Print an example of plant classification and plant taxonomy groupings

My 3 personal learning objectives that I have for this course are to:
As a School Librarian:
1.Actively and with a thorough rationale insert inquiry learning into the school environment.
 2. Successfully select the best range and formats of resources that spark inquiry
3. Share and promote formative assessment rationale and formats to scaffold students discoveries along the way.
 The initial use of the inaturalist app in taking plant photos lead me on a journey of discovery and caused me to ponder/think more deeply of its interconnections of the location it was found, the ecosystem and how plants are classified. Coming about it indirectly and open ended was a far more exciting inquiry process then to be given the information explicitly! 

References:
"Collaborative Environmental Stewardship". Youtube, 2019, https://www.youtube.com/watch?v=n6wuEFnUciE&feature=youtu.be.

Coates, Sharon. "Zeroing In On Inquiry". Web.A.Ebscohost.Com.Ezproxy.Library.Ubc.Ca, 2019, http://web.a.ebscohost.com.ezproxy.library.ubc.ca/ehost/pdfviewer/pdfviewer?vid=1&sid=cafc11dc-2e36-49c1-8863-534f9a7af7e8%40sdc-v-sessmgr02.

Fontichiaro, Kristin. "UBC Library | Ezproxy Login". Web.A.Ebscohost.Com.Ezproxy.Library.Ubc.Ca, 2019, http://web.a.ebscohost.com.ezproxy.library.ubc.ca/ehost/pdfviewer/pdfviewer?vid=1&sid=85ceff5e-6b36-4586-88c4-1236d10d2aa0%40sessionmgr4006.

"Bloom’S Taxonomy". Vanderbilt University, 2019, https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.


"| Natureserve". Natureserve.Org, 2019, https://www.natureserve.org/biodiversity-science/species-ecosystems/ecosystems.

"NCC: Podcast". Natureconservancy.Ca, 2019, http://www.natureconservancy.ca/en/who-we-are/podcasts/.

"Inaturalist.Ca". Inaturalist.Ca, 2019, https://inaturalist.ca/.

Creating a MARC Record- Assignment 1 LIBE 465

                                            Creating a MARC RECORD:
 Reason for Selection:

 I choose a biography book called; Seeking the summit: Sam Switzer's Story of Building and Giving, because this is my father-in-law and it weaves the story of a poor polish Jewish family after the holocaust of WW2 and how their son in Calgary, Alberta became an influential  businessman and  then contributed millions to charities. Sam Switzer  passed away on June 20th, 2018 at 92 years old but his philanthropy is still felt by many. This biography book is written by author Sydney Sharp through on going dialogue with Sam in order to tell his story. There are 32 pages of photographs adding to the visual enjoyment especially for local readers from Calgary, Alberta. I also view this book as a piece of historical writing that makes immigration to Canada and in particular Calgary  come alive. I lived in Calgary for 8 years so I can relate to the places mentioned in the book and of course I spent a lot of time with Sam Switzer.
The  book includes many photographs( many done by his son of Ronald Switzer Photography) that visually tell his story and the changing historical landscape of Calgary.


Process for creating a MARC Record:
1. Library of Congress MARC bibliographical Guide for data input; online source for creating MARC records.  It was helpful completing the online MARC class and downloading the MARC course examples from Idaho Commission for Libraries.

2. I did a Library of Congress  catalog search for my item and printed off the full results. I was a little surprised since this book is not well known but it came up right away under the main title.

Library of Congress catalog result

2.MARC practice worksheet created by instructor Richard Beaudry filled in for my item selection was very helpful to get my notations in order; see below:

MARC record practice sheet

MARC RECORD: Book item; Seeking the summit: Sam Switzers story of building and giving.

010 $a2012517379

020 $a9781897181812(hardbound)

020 $a1897181817(hardbound)

020 $a9781897181829(paperback)

020 $a1897181825(paperback)

100 1 $aSharpe,Sydney.

24510$aSeeking the summit:$bSam Switzers story of building and giving/$cSydney,Sharpe.

260 $aCalgary,Alberta:$bFrontenac House,$c2012.

300 $a236 p.; 32 p. of plates:$b ill.;$c24 cm.

504 $aIncludes bibliographical endnotes and Index

520 $aBiography of Jewish businessman and philanthropist Sam Switzer, son of Polish immigrants and his lasting impact on Calgary, Alberta; Canada.
5204 $aReading level grade six and up.

65010$aphilanthropists$zAlberta$zCalgary .

65010$aJews$zAlberta$zCalgary.

65010$abusinesspeople$zAlberta$zCalgary.

65010$bCalgary(Alta)-biography.
65010$aGens d'affaires$zAlberta$zCalgary.
65010$aJuifs$zAlberta$zCalgary.
65010$aphilanthropes$zAlberta$zCalgary.
7001 $aSwitzer,Sam$d1926-2018.

Seeking the summit book by author: Sydney Sharpe

Explanation of MARC record:(Machine readable cataloguing)

I used the $ for my delimiter; to indicate subfield information  that follows. The 3 digit  main MARC TAGS which indicate content were used with an explanation as follows: 

          First 2 TAGS are Control Information:

 010-Library of Congress Number.  I used L. C number as found in cataloging results; could also be Dewey Decimal Control number

020-ISBN (international Standard Book Number)  found on inside book cover and Library of Congress cataloguing results.  My book had both the older usage of 10 digit ISBN and the 987 ;13 digit ISBN which is used after 2007 for hardbound and paperback.  I found it interesting that this book though published in 2012 has the 10 digit ISBN number as well?

100-Main Entry- subfield code a=Personal Name . Indicator 1 = that it was surname first with a one space. first indicator is for how name is recorded. I did not know the authors birthdate year and the results did not indicate it.

245-Title Statement- Indicator 1=there is a subtitle/remainder title;0=no small words such as : the, an ,a and space for computer to skip while reading it. For example; the; would be 4 indicator.

I used punctuation as structured by AACR2 formatting. subfield code a=main title;b=remainder of title; c=statement of responsibility.
250-editions There were no edition notations.

260-publication content- subfield a=place of publication;b=publishers name;c=date of publication

300-physical dimensions-this one I found a little tricky and read over the MARC manual many times!
subfield a=pages as indicated by the L. of C. and since they also included the number of  illustration plates I added this as an add on to subfield a as indicated by the manual. subfield b=illustrations;
c= dimensions of book item in centimeters.

490-Series title; this is not a series;  no notation

520-Summary content; subfield a=subjective  brief information/theme of the book. I tried to be concise by touching on main themes and reading level giving the searcher key information.I used an indicator 4=content advice to include the reading level and a space to show its the first indicator.

650-Topical term- can be used more then once .Indicators 1=primary source;0=library of Congress subject headings source. Subfield code a=topical subject terms; b=where story takes place and type of literature. I used the Library of Congress subject terms as found in results. I noted how the Library of Congress subject classification also included the French subjects equivalents which made me think is this a requirement for all Canadian published books? It should be in both for benefit of french immersion students and because both French and English are official languages.
I used the subfield code -z-as an add on to the main field -a -to show geographical location of story.

700-added entry(additional access points) indicator 1=surname first(0=forename first).subfield code a=personal name;b=dates associated with the name( year of birth and death) I think this is an important access point if you know Sam Switzer this is how you would search for his biography book.

Reflection and Challenges of Encoding Process:

In relating my learning progress within the Blooms Taxonomy  I found this assignment was extremely helpful.Learning how to create a MARC record at first  was super daunting to me as it is computer cataloging language!  I started at the bottom with knowledge  just being able to define the use and purpose and identify  that it was a MARC record through completing the: Introduction to MARC cataloging online course from the Idaho Commission for Libraries and reading my colleagues post and additional links to articles I began to comprehend the terminology. By putting this understanding into practice through applying it to an actual book item was a key component to progress my learning to application. This forced me to really look at the Marc Manuel and examples so I could record the proper notations within each major field tag. Focusing on the main tags helped to narrow down my researching of notation language and so I didn't get bogged down with the many, many possibilities within each category tag.
I feel I've just began the analyzing  stage in being able to look at a simplified MARC record and provide meaningful feedback and be of assistance to a student/teacher in allocating and recommending the best resource. I can  basically explain the main tags and the subfields within to begin to collocate in order to organize/disseminate and sort out all records according to access points used; subject;author; editions. I need more practical experience to really be able to synthesize and evaluate the function and notations of the Marc system which is a  continuous professional goal. 

Challenges

 I did find some tag fields more challenging such as 245 with the use proper punctuation and referred to the AACR2; 245 example which is used in MARC.The 300 tag I felt unclear on the b subfield code for illustration details and was unsure if I always use abbreviations for example for illustrations(ill.) because I saw examples both ways. I decided on abbreviations as computer language generally uses abbreviations.I also found it confusing that the MARC manual said use ## to indicate no indicators but all the examples from our online course did not use them so I decided not to. The 520 summary content was subjective as in based on my perception and was very different then all the other objective notations. A summary is not recorded in the Library of Congress full cataloging results but I believe it is an important notation to understand the content when making a selection decision. I think this a key tag to be concise on the main themes;type of literature ,and appropriate audience/reading level would be helpful as well as being aware of any bias you may have.
 I found the spacing very tricky and at first I did not have a space after the 3 digit tag but in all the examples there was a space so I added one. I wonder if you make a space mistake then the computer can not read it properly? 

I believe the RDA(Resource Description and Access) and its simplified relationship driven model FRBR which it is influenced by. Click here for What is FRBR? (Functional Requirements for Bibliographic Records) model.RDA is a positive step for accessibility beyond librarians with the greater descriptive language and less use of abbreviations so cataloging results can be understood better.This report from Australia summarizes its many cataloging benefits here RDA Benefits including wider scope of formats;emphasizing relationships which provides more access paths. RDA is designed for the web environment in a machine readable form that is compatible with the web learning resources.  I believe that the one key caution is to  be aware of weeding digital resources just like you do physical resources to keep it current, authentic and meaningful for your schools specific learning needs. 

Resources:


"MARC STANDARDS (Network Development And MARC Standards Office, Library Of Congress)". Loc.Gov, 2019, https://www.loc.gov/marc/.

"The University Of British Columbia". Canvas.Ubc.Ca, 2019, https://canvas.ubc.ca/courses/20489/pages/blooms-taxonomy-2?module_item_id=615683.

"What Is FRBR?". Loc.Gov, 2019, http://www.loc.gov/cds/downloads/FRBR.PDF.

"Report On RDA". Ndl.Go.Jp, 2019, http://www.ndl.go.jp/en/cdnlao/meetings/pdf/report_Australia1.pdf.

Selection and Weeding Project Report

Selection and Weeding Report:

Rationale:

I will be focusing my rationale on the collection sections within our school library only dealing with the sub collection of physical education and health curriculum for students Kindergarten to grade 8.
The areas of sub collection that need focus on due to data in evaluative assignment #2 are :

- average age of publication is over 20 years old;needs to be more current
-students need for materials that focus on embedding social considerations
- need for evaluated digital tools  to engage students in the curriculum content.
-more diverse formats for learning materials such as magazines; e-books; visuals;digital tools
-promotion of non fiction books in particular the healthy eating/life  choices to increase circulation
-need for youth aged healthy living materials/puberty content

This sub collection is in need of more relevant/ current resources that will spark both student and staff's interest as there is low circulation as well as address the differing learning preferences including digital tools. Weeding is necessary in order to free shelf space(presently crowded) and provide users with the benefit of new more relevant resources specific to our schools needs and population(assignment #1) providing greater access to meaningful learning for the 21st century .

 WEEDING PLAN:

1.Collection evaluation report is completed with quantitative and qualitative data indicating recommendations for this sub collection.(assignment #2)

-increase relevancy and currency(currently average age is 1990)
- More recent resources needed on fitness and health information and principles
-Social consideration materials for students dealing with health/relationships( Aboriginal; gender diversity etc;) and need to have resources written from first person perspective from different cultures/ religions/social consideration authors to mirror students experience
-Increasing diversity of formats to address students variety of learning styles and giving students the tools to be digital citizens/creators with the goal of global citizens. For example: digital tools, e-books; audio visual; visuals( cards; posters)


2. Physical shelf scanning of sub collection identified by CREW METHOD (Continuous Review; Evaluation; Weeding) for the  encompassing  three  non- fiction sections of the Dewey Decimal categories: 390's- Social Science;610's-Medical Science; 700's- Arts and Recreation; 790's- Sports

3.Use the MUSTIE FOR WEEDING criteria for deselection of books in my sub collection  and indicate which criteria used.

4.Email to physical education/health teachers to  ask if interested in assisting with weeding through providing  their curricular knowledge and usefulness /preference of formats and appeal/relevancy to their  students. Explain MUSTIE criteria through email link and create Poster for visual in library.

5. Gather materials needed for a successful weeding project CREW WEEDING
(step 4  pg 27 in CREW manual)

Gather the following materials : • A computer printout of the section being reviewed • A blank note pad and sticky notes (like Post-It Notes™) • A pen and/or colored pencils • A shelf marker • This manual (or a copy of the Overview Chart of CREW Formulas found in Appendix) • An empty book cart • Supply of disposal slips (see Appendix)

6. Check pulled books against L4U OPAC to check circulation status ensuring lack of usage or does it need replacement?

7. Decide on disposal outcome on slip (Mardis text example) or spreadsheet such as Google Docs for record keeping indicating:
-bindery
-mend/preserve
-donate to
-discard/recycle
-book sale
-free staff cart if still useful
-replacement/ new edition

8. Keep record of weeded materials  to show evidence for an expanding of collection needed for principal and  justifying budgeting( about 5% a year should be weeded)

Timeline and procedures for weeding and acquisitions:

1. quantitative evaluative reports generated on circulation; age of collection; formats and quantities
-TIMELINE-7 days

2.qualitative observational data evaluation; survey  questions;inquiries? requests? physical shelf scanning;consider locale/population-TIMELINE-2 WEEKS

3. weeding removal of materials and disposal ;schedule before scholastic book fair mid October to free shelf space and be aware of possible needed acquisitions to replace MUSTIE weeds.
TIMELINE-2 WEEKS

4.  Usage of selection tools utilized for possible acquisition through use of recommended selection sources.
Selection tools to consider:

 -BC ERAC Evaluated Resources; (includes a social consideration search)
-Adrienne Gear reading Power Book Lists;
  -Resourcelinks(costs 45$ a year for 5 publications);
-BC Books for BC Schools;
-Goodreads and the LibraryThing ( public crowd-sources)
-Island Parent magazine-free includes book recommendations/reviews; e-version Islandparent.ca
-Journal reviews; Teacher Librarian;Canadian Teacher ;School Librarian
 -feedback through survey from  our schools Physical education/health teachers
Click here for google sheet  selection tool examples of :Selection Tools by Kelly Papapanagiotou.
TIMELINE-POST WEEDING/APPROXIMATELY NOVEMBER


5. Decide on vendor to purchase materials for collection based on schools preferred vendors and format.Be aware of return policies; damaged goods procedures. Does it include processing of barcode, MARC record? Most Jobbers do process for 1$ more per item. My school will not use because our budget and the learning commons is not centralized in one location with classroom teachers also purchasing their own resources .-Timeline : Consideration list generated after weeding complete and ongoing to prioritize possible purchases

6. Acquisitions- as  collection evaluation rationalized/justified using money through the Scholastic book fair-yearly October to October. Check against invoice acquisitions and process/cataloging new acquisitions in OPAC
Keep track of selections and record keeping for budgeting; supplier/order date/received date; back ordered or standing order ;check invoice with tracking list.Timeline:add details for record keeping as acquisitions are processed

5. Communicate through email  the acquisitions made; bring to staff meeting to highlight use/ advantages/ clarify curriculum connections with physical education/health teachers-TIMELINE ongoing as acquisitions are made. 

6. Promote/display in the library  rotating a new book one at a time ; share a write up with classroom teachers this book/resource fits their curriculum and put a review in the school newsletter. Timeline-ongoing  as new resources acquired

7. Continue crew cycle: inventory for evaluation once a year (March/April I suggest to have feedback for budgeting needs next year) Timeline- ongoing as budget is spent. Weeding usually involves 5% of the total collection yearly .(Mardis)

RESOURCES IDENTIFIED FOR WEEDING:

From my sub collection in Physical education and health found only in the library:

1.Fischlers,Stan and Shirley. All Time Book of Hockey Lists. Mc Graw-Hill Ryerson Limited,1993

• superseded ; elsewhere,misleading
• lists are only current as of 1993; 
• outdated black and white pictures
• small print makes it unappealing
• older students can easily access online sources such as nhl.com for lists
• consider a more up to date appealing book would be of interest to grade 3 to 6 as hockey is a popular sport here
• donate/give to student who loves hockey

Feldman, Jay.An official major league Baseball Book, Hitting.Simon and Schuster Books,1991.

• superseded ; ugly; irrelevant
• book jacket is worn
• facts are no longer current in many cases
• focus/scope too narrow on hitting only
• layout of black and white visuals and tiny print are not attractive
• consider a how to play baseball book instead/ teaching aspect to it as well
• baseball is not local interest at our school like soccer and hockey so not circulating  
• dispose of book/remove from OPAC

3.Watts, Franklin. Finding out about You and Your Health. Hobsons Publishing,1992.

• Ugly, superseded,misleading, elsewhere
• information is outdated and not current enough
• small crowded print; outdated pictures that children wouldn't relate to
• difficult to retrieve because of its large size that doesn't fit in book case  and  can lay on side but then its even less attractive.
• consider a replacement  including a book format for younger students in particular with relevant/current information and an attractive content/visuals
• consider the many online links for health information for older students. pass on to classroom teachers 
• dispose of book

4.Packard, Mary. From Head to Toes, How your Body Works. Simon and Shuster Inc.,1985.

• superseded,ugly,elsewhere, misleading
• extremely outdated content/33 years;  
• discolored brown pages; coming out of binding a little; 
• black  ink drawings; unattractive layout of small print; no  subheadings
• not appealing for students to read; unattractive cover
• consider online sources such as livescience.com; for older students
• consider a more relevant attractive source; possibly body systems posters; and/or dvd covering scope  for younger students.
• discard  book

5.Gruenberg, Benjamin and Sidonia. The Wonderful Story of You. Doubleday and Company,1960.

• superseded;ugly; misleading
• 58 years old publication; extremely outdated content
• unattractive cover drawings on front; scratches all over back cover
• browned pages; rip on one
• binding not secure
• previously had been weeded with red DISCARD STAMP on inside cover covered up
• cover easily slip off of hard copy
• small ink drawings with tiny print 
• not relevant in social considerations no inclusion; especially in the family structures section
• does not reflect our schools culture
• discard book

6. My sport. Ice Skating. Usborne publishing,1987

• superseded,
• more relevant pictures would be more interesting for students
• consider a  more appealing current edition on ice skating
• very outdated
• cover dirty and scratched
• indicate discard and donate

7.Leighton, Kathryn(editor)Health and Fitness In Focus, Hobsons Publishing,1990

• superseded
• outdated photographs that students wouldn't relate to
• scattered use of photos and small unappealing print
• consider a large scope source that is more current/relevant
• put discard inside book; donate

8. Rae,Collins.Health and Hygiene. Troll Associates,1985.

• superseded;ugly
• small print
• unappealing illustrations
• no index/glossary for large scope
• all same size print throughout
• hard to lay flat /open wide for viewing because of its difficult binding and tall shape of book
• discard and consider promoting a more current digital source such as healthcanada;bchealthyschoolnetwork(see virtual library)

9.Estrada,Billie, How To Play Hopscotch, A Game Created By Children.Agency Press Ltd. 1974

• superseded;ugly;trivial
• not a necessary or topic of interest
• black and white drawings
• discolored pages
• discard

Policies; Procedures and Practice:

1.Selkirk Montessori School Learning Resource Policy 
Major Evaluative  Criteria included:
Suitability for a Montessori environment • Suitability based on the pedagogical, social, philosophical, and/or cultural values of Selkirk Montessori School.
Main Goal  being:
Encourage understanding and promote positive social attitudes and respect for diversity and individual differences • Ensure that BC students will see themselves and their life experiences, within a free, pluralistic, and democratic society and evidenced in the learning materials they use in their classroom •
2.BCERAC Evaluation,Selection and Aquiring learning resources- provides useful charts to evaluate  social considerations,technical and instructional design as well as criteria guidelines
3. CREW METHOD- helps keep the collection current and vital;justifying deselection and funding proof for budgeting keeping the cycle going: (pg 13 Crew Method)

Crew Method:Jeanette Larson

4.CREW for e-books procedures- Additional guidelines for weeding e books (which currently we do not subscribe to)
5.   MUSTIE METHOD: criteria for possible weeding

                      M=     Misleading--factually inaccurate
                     U=      Ugly--worn beyond mending or rebinding   
                   S=       Superseded--by a new edition of by a much better book on the subject
                      T=       Trivial--of no discernible literary or scientific merit
                     I=        Irrelevant to the needs and interests of the library's community     
                 E=       Elsewhere--the material is easily obtainable from another library

5.  CRAP criteria for website evaluation(Lisa Mucci; slideshow)
CURRENCY?
RELIABILITY?
AUTHORITY/SPONSORING AGENCY?
PURPOSE/OBJECTIVITY?

6.  WORST CRITERIA FOR AUDIOVISUALS (Mardis)
worn out
out of date
rarely used
supplied elsewhere
trivial

Acquisitions Procedures;

1. search and verify that it is not already in collection

2. consider selection tools for considerations

3. select the source(jobber; publisher;database included?, bookstore)know your budget

4. possibly choice of format justified(digital or hard copy; print)many books come in e version

5.order/track item through record keeping; spreadsheets(Google)

These are the acquisitions  I would purchase if I were the Teacher Librarian to assist in creating a more social considerate collection that covers the scope required in curriculum for physical education/heath for K to 8 and are current and appealing to students covering different formats and within our school budget.

I will indicate selection tool used in acquisitions.

1.Smith-Gray, Monique. Speaking Our Truth:  A Journey Of Reconciliation. Victoria, BC. Orca Publishing,2017.

• Purchased through Orca Publishing; print version, $29.95
• is available also in e book for $7.99
• reading level is grade 4 to 7
• curricular connection: to know the consequences of bullying, stereotyping, and discrimination and Big idea of learning about the similarities and differences in individuals and groups influences community health(mental and physical)
• beautiful visuals through photographs for visual learners written first person by local First nations author
• helps creates healing and reconciliation with historical wrong doings through the voices of survivors of the residential school experience; use to discuss  understanding and empathy 
• recommended through BC books for BC Schools Selection Tool

2. Frith, Alex.What is Happening to me?(boys).Usbourne Publishing;2009

• purchased through Usbourne books Canada, consultant with money back guarantee
• softcover;12.95$
• ages 8 and up; grade 3 to 8
• bright cartoon style illustrations and scientific diagrams appealing to youth
• meets curriculum goal of influences of physical,emotional and social changes on identities and relationships
• addresses body/health changes during puberty which collection needs

Meredith, Susan. What is Happening to me?(girls). Usbourne Publishing;2009

• purchased through Usbourne books Canada; consultant with money back guarantee
• 12.95$ softcover
• ages 9 and up
• bright cartoon style illustrations and scientific diagrams appealing to youth meets curriculum goal of influences of physical,emotional and social changes on identities and relationships
• addresses body/health changes during puberty in a sensitive and informative way which collection has none
• content and index pages to easily locate key topics

3.Meredith,Susan.Why should I bother to Keep Fit? Usbourne Publishing;2009

• Not found on Canadian Usbourne site; purchase through Amazon
• paperback 27.95$ (2015 version was 136$! new and 85.05 used)
• great format with questions that covers a wide curricular scope
• internet links
• clear factual information on healthy eating; fitness games; proper warmup etc;
• bright and appealing illustrations 
• meets the healthy and active living goals and physical literacy (ex; adjusting exertion levels)of curriculum
• useful from k to 8. read aloud to young children
• more current relevant replacement for weeded books

4.Kostecki-Shaw Jenny Sue.Same, Same but Different.Henry Holt and Company.2011

• purchase through Indigo.ca
• hardcover 20.64$
• k to grade 4( read aloud to younger students)
• multi curricular uses with diversity awareness projects and global partnerships
• meets curriculum goal of learning about similarities and differences in individuals and respecting others
•  2 pen pals from America and India who learn about each others cultural differences and similarities
• imaginative multimedia illustrations drawn in a  colorful childlike animated way that would be appeal visually to younger students
• teacher read aloud or student (gr 3 and up)
• recommended through Adrienne Gears Book list and highly rated 4.22 out of 5 on goodreads.com

5. Virtual Learning Commons-this is an example for set up online; my school library doesn't have computer use in the library only in class so the link can be sent and then made the homepage for students when they open the classroom computers. These are some suggestions to promote links for my sub collection: All free except Schooltube,

Students/staff:

 healthyschoolsbc.ca resources teaching-and-learning-guide- includes ActionSchools!BC resources for K-grade 7; information on healthy relationships;eating and practices
Brainpop./Health/Brainpopjr/BrainpopELL-free short videos/games;search by topics alphabetically; includes lesson plans
kidnetic.com- fitness games/webinars
Canada food guides- Canadian Government food guide/nutrition information
International Childrens Digital Library(free e-books)
100-people-a-world-portrait/view-OER commons global world portrait; through video/photos and global issues. 

 Staff:
phecanada.ca- open collaboration; lesson plans; PD
Sharing-Dance-in-the-Classroom-Community-Scholar -downloadable music,lesson plans and video
akgtcanada.com-A kids guide to Canada-By kids and for kids; this teacher led interactive cross curricular project For my sub collection this project can be used to promote their fitness goals and creating more understanding and empathy(forming healthy relationships) across different cultural/racial/religious backgrounds by connecting with another class through the private teacher registry. (source: Canadian Teacher magazine: Fall 2018)
canfar.com awareness /educator-resources-sexual and mental health lesson,healthy relationships plans,speakers,resources,posters (grades 7 and up); 
readyforlife. for teachers-mental health resource for educators and older students; section on nutrition and fitness
Canadian Exceptional Council Tools-and-Resources: assistive technology tools and information to assist learning for exceptional students; ex) Learning about the accessibility features of the IPAD 
Physical and health Education Journal- e -version is free; Canadian content
Rick Hansen.com school resources -fun,easy toolkit; resources to teach about inclusiveness with people of all abilities.
brain-gym-exercises-useful for all ages to help concentration; all ages;use Pinterest poster as visual
SchoolTube-costs $29/year US per school when I made an e mail inquiry.Curated by educators not open content; no ads. Can host and upload videos. My Channel Page for class video postings
everfi.com nutrition and fitness course-free/ elementary/middle school game called Healthier Me also a Bullying Prevention course.

6. Gratz, Alan. Refugee. Scholastic Press,2017

• purchase from credits from Scholastic book sale
• softcover; 16.99$ FICTION based on real historical events
• ages 9-13,
• NY Times bestseller
• ties together in the end the harrowing journey of courage and survival of 3 children who seek refugee in different time periods; creates empathy and connection with other cultures/religions especially with the raise in antisemitism
• can be used for a novel read aloud by teacher to class for discussion
•  from:Love your Neighbour book list from Jewish Librarians

7.  Guber,Tara and Kalish, Leah. Yoga Pretzels Cards. BarefootBooks. 2005.

• Order through Amazon; $13.34 plus $6.59 shipping
• 50 fun yoga activities for all ages
• beautifully  laminated colored illustrated yoga positions that children can easily follow and do
• back of card has the 4 illustrated steps involved in reaching the position
• ready to use cards individually or partner poses which I've done in the ages 3 to 6 Montessori class with yoga mat and small basket with 4 poses/switch to keep new 
• use in groups; following leader or use the  breathing/game cards for large groups
• fosters self awareness for calming anxiety through breath and fosters strength and agility movements
• meets the physical literacy goals of develop and apply a variety of movement concepts and strategies in different physical activities and manage anxiety
• includes teacher foldout information card for easy suggestions and carrying case

8. Webstad,Phyllis.The Orange shirt story. MedicineWheelEducation

• $19.99 softcover order through medicinewheel.education/store 
• read aloud K to  grade 3 or individual grades 3 to 6
• connects to our Schools Orange shirt day that recognizes and remembers the injustices of residential schools and we are encouraged to wear an orange shirt in remembrance.
• based on true story of a First nations girls whose orange shirt was taken when she arrived at the residential school
• option to buy 6 book set plus the teacher resources and 6 posters for $139.77 ; audiobook for $4.99
• written by first Nations author; authentic and relevant topic that through story form helps the readers to understand First Nations culture and respect for others
• collection needs stories where the main charters mirror themselves in an accurate way(First Nation students)
• recommended from Journal magazine; Canadian Teacher-Fall edition 2018

Total Cost of Acquisitions: 
including yearly subscription to SchoolTube ($29 US/about $50 CA):$15,00-$211.35=$1,288.65
I would suggest a subscription to BCERAC database as an overall school collection digital resource.

Procedures and  Practices To Enact and Enable Collection Development Policies:

My School librarian uses  these vendors and doesn't have a centralized department for ordering:
-Orca publishers (local Victoria)
-Copperbeech
-Amazon
-Scholastic 
Our TL uses Dynamic Imaging Solutions to download bar codes into the OPAC L4U MARC system; we do not use a Jobber wholesaler.
We do not loan out other formats other then books for 2 weeks at a time and the preschool children have a ziplock bag that they use to exchange a book with their teachers. Children can sign out 2 books at a time.
Our budget is approximately $1500 from the profits from the annual Scholastic book fair every October. This is the the only fundraising for the library. 

 Excerpt from our Learning resources policy provides more procedures in selecting learning resources:

"Sources of Learning Resources Selkirk Montessori School will use suppliers of Montessori materials (Neinhuis, etc.) to source the core classroom materials. The school may use the services of the Education Resource Acquisition Consortium (ERAC) to assist them in choosing or approving learning resources. Selkirk Montessori will also consider core program materials by publishers such as Nelson and Orca Books. Digital and online content (IXL, Xtra Math, Brain Pop, etc.) and programs will be reviewed to also consider developmental appropriateness through the Montessori lens."
Because we are a Montessori school our classes order Montessori materials  primarily ordering from Neinhuis Montessori materials and additional resources through consultation of procedures in ERAC document.(link above) BCERAC provides guidelines for special needs/ social considerations resources.

REFLECTIONS:

I found this assignment reflected in a shortened form the cyclical nature of  collection management through the community analysis report analyzing the school location/population which assisted in addressing the collection needs  evaluation assessment of the library sub collection which from this objective and subjective data using OPAC reports and observation to drive the weeding process ,which is used to justify the budget in acquiring more relevant appealing resources that  better meet our schools goals and population.
I encountered some surprising  book weeds from the 1970's and by actually choosing which books to weed really made me rationalize why it needed to be deselected using the MUSTIE criteria.
I decided not to replace single topic books on soccer or hockey because I found even if removed a few there was still a large selection. I checked out the DVD's for health/ physical education and I did not come across any that interested me and when I thought about it I had never seen a tv set for viewing but instead with smartboards teachers stream/download videos via their computers and that's why School Tube would be a good investment. I considered Scholastic magazine ;CHOICES for youth that addresses health/lifestyle choices but it would cost for 8 issues/year at minimum 10 for 12$ each is $968 so I couldn't justify that expense for our one class of grade 7/8.

From: How to use Pinterest Copyright legally

I  also checked out posters for physical education/health and was shocked about how expensive it was for example 40 posters laminated by Daydream Education was $581.89 and one poster Fitness for Life Physical activities for Teens poster was $1,491.01 on Amazon. I did print out one Braingym picture from Pinterest and by putting it on cardboard and laminating it it could be used. I found Pinterest very confusing as to which were allowed copyright to be reproduced and I had to read up on CREATIVE COMMONS and that as long as its indicates CC or there's a share it button then it can be used as long as the source is credited. Creative Commons proactively copyrights work to the creator who can  issue regulations.how-to-use-pinterest-copyright-legally

Finally; when assessing the medicinewheel set of books I was disappointed when viewing online that the text print in the books was very small and crowded together which was not appealing though the content was extremely relevant. This assignment provided insight into the importance of making prudent and informed decisions on acquisitions in helping to form the best sub collection to meet student and staff needs within a budget. I found it was easy to get off track online with the many possibilities. So I only choose The Orange Shirt Story because its relevancy to our schools connection to First Nations and promotion of Orange Shirt Day on September 30th.
I also was surprised when some resources only shipped to the US so its important to check and be aware of shipping cost as usually its free for over 25$ worth.
This project gave me an appreciation for the many roles that a TL takes in the ongoing cyclical process to maintain a meaningful;responsive and dynamic collection that appeals to the 21st learner and meets unique need within their school while working within a set  resources budget. 

Citations:

. https://www.tsl.texas.gov/sites/default/files/public/tslac/ld/ld/pubs/crew/crewebooksaddendum12.pdf. Accessed 28 Nov 2018.

"Criteria For Weeding Materials". Lili.Org, 2018, http://lili.org/forlibs/ce/able/course4/05criteria.htm. Accessed 28 Nov 2018.

. "Adrienne Gear Reading Power Recommended Book Lists". Readingpowergear.Com, 2018, http://www.readingpowergear.com/book-lists.html. Accessed 28 Nov 2018.

Bcerac.Ca, 2018, https://bcerac.ca/wp-content/uploads/2018/09/ERAC_WB.pdf. Accessed 28 Nov 2018.

"Speaking Our Truth (By Monique Gray Smith)". Bcbooks.49Thshelf.Com, 2018,

 http://bcbooks.49thshelf.com/Books/S/Speaking-Our-Truth. Accessed 28 Nov 2018.

.https://www.goodreads.com/book/show/10955187-same-same-but-different?ac=1&from_search=true

."Healthy Schools BC Resource Guide For Teaching & Learning". Healthyschoolsbc.Ca, 2018, https://healthyschoolsbc.ca/healthy-schools-bc-resources/teaching-and-learning-guide/. Accessed 28 Nov 2018.

"Brainpop Movies | Brainpop Educators". Brainpop Educators, 2018, https://educators.brainpop.com/topic-lesson-directories/bp-topic/?brainpop-subject=health&subject-title=Health. Accessed 28 Nov 2018.

Selkirkmontessori.Ca, 2018, https://selkirkmontessori.ca/images/uploads/22/learning_resources_policy_approved.pdf. Accessed 28 Nov 2018.

"The Orange Shirt Story Books + Resources – Medicine Wheel Education". Medicinewheel.Education, 2018, https://medicinewheel.education/product-category/the-orange-shirt-story/. Accessed 28 Nov 2018.

"Love Your Neighbor: Book List #1 Standing Up For Each Other". Jewishlibraries.Org, 2018, https://jewishlibraries.org/blog/id/403. Accessed 28 Nov 2018.

0-3, Infant et al. "Elementary 6-12". Nienhuis.Com, 2018, https://www.nienhuis.com/int/en/elementary-6-12/page/2119/. Accessed 28 Nov 2018.

Mardis, Marcia. The Collection Program in Schools: Concepts and Practices, 6th Edition. 6, Libraries Unlimited, 2016. ABC-CLIO,publisher.abc-clio.com/9781610698245.

Resources.” Council for Exceptional Children, www.cec.sped.org/Tools-and-Resources
.
Inspire the next Generation of Difference Makers.” Rick Hansen Foundation, 
www.rickhansen.com/schools-communities/school-program/k-8-toolkits.

SchoolTube, www.schooltube.com/info/teachers/.