Teach Like Finland, Part 1

While authoring my forthcoming book, I have read many professional books. This is the first in a series of professional book reviews–possible titles for your summer reading. The reviews are in no particular order.

Since 2001, many educators in the U. S., including yours truly, and around the world have wondered why Finnish students continually rank as top scorers on the international PISA exam. I recently read Teach Like Finland: 33 Simple Strategies for Joyful Classrooms. This is some of what I learned.

Before I even opened the book, I reflected on the use of the word “joyful” in the subtitle. In my work as a school librarian which included thirteen years at all three instructional levels between 1992 – 2009, I cotaught with classroom teachers in their classrooms as well as in the library, computer labs, and out in the field. I had the pleasure of working in many “joyful” classrooms, libraries, and even one very joyful school!

I agree with Teach Like Finland author Timothy Walker that joy is one of the too-oft missing ingredients in schooling today. Walker organizes his book into the four elements of happiness — belonging, autonomy, master, and mind-set — identified by Rag Raghunathan author of If You’re So Smart, Why Aren’t You Happy? To these Walker adds “well-being.”

There were many other aspects of the Finnish education culture that “spoke to me.” Children start formal schooling at age seven. Elementary schools, in particularly, strive for a holistic, child-focused curriculum that addresses all subjects evenly. All subjects including art and music as well as what U. S. schools consider “core” subjects get equal time. Finnish schools apply the research that has shown art contributes to innovative thinking and music knowledge can help learners grasp mathematical patterns. The holistic model gives children opportunities to cultivate multiple aspects of their personalities and talents.

The average time that Finnish educators spend in actual instruction is also shorter than U. S. teachers per week (18 hours versus 26.5 hours). Finnish students and teachers have 15-minute breaks after every 45-minutes of instructional time. Collaborating with colleagues is one way that educators use that “free” time every day. (See below.)

Walker identified six strategies Finnish educators use to approach their work: seek flow, have a thicker skin, collaborate over coffee, welcome the experts, vacate on vacation, and don’t forget the joy. All of these are well worth considering.

As a writer and educator, I know and strive for that feeling of flow when my mind and body are totally focused and I do my best work. Walker writes: “Being teachers who seek flow, not superiority, is something that’s not just good for us; it’s also good for our students. Our students are watching us, and if they see that we’re seeking to do our best work, free of comparing ourselves to others, I’m confident that this kind of example will foster a noncompetitive culture in our classrooms… This positive change we want to see—as is so often the case in teaching—starts with us” (Walker 173).

Having a “thicker skin” that allows us to give, receive, and respond to constructive criticism is another important strategy. Principal leader and author of The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity George Couros just last week posted “It’s Okay to Be the ‘Boss’” to his blog. The thicker skin strategy totally aligns with Couros’s idea about providing adults with feedback.

Couros writes: “As long as people know that you are both on the same page (that you want them to be successful), they will accept the feedback. For some, it is harder than others, but when they know it is because you want them to be better, it is a much easier pill to swallow.”

Walker goes on to write about how he uses journaling to work through anxieties and challenges in teaching. He also writes about how noting “gratitudes” can boost happiness and giving thanks can strengthen relationships.

Of course, the aspect of daily life in Finnish schools that jumped off the page at me was educator collaboration. Walker interviewed several Finnish teachers and asked: “What brings you joy as a teacher, and what brings your students joy?”

One of the most popular answers was collaboration! He noted that nearly 50% of the lessons he taught during his time in Finland were cotaught.

“Teachers in my school were not just collaborating in the traditional sense, by planning and teaching lessons together—they were truly laboring together, sharing the burdens of teaching with each other. They were helping each other track down the resources they’d need for an upcoming lesson. They were discussing better ways to support needy students. They were analyzing curriculum together. They were talking about how to improve recess for the kids. They were grading tests together. They were offering tech support to each other. To my surprise, this work often happened in between sips of coffee, during those fifteen-minute breaks throughout the day” (Walker 178-179).

His comment made me think about what I mean when I write about collaborating in the “traditional sense.” I believe coteaching involves all of the aspects that Walker describes, but maybe others, who have not experienced classroom-library coteaching between equal partners, do not perceive the same depth of partnership that I have experienced.

In the course of coplanning and coteaching, classroom teachers and school librarians are analyzing curriculum together. They are sharing resources and providing technology support to one another. They are strategizing how to differentiate to meet the needs of all students. And in the most effective partnerships, they are assessing students’ work together and using assessment to adjust their instruction.

Walker writes: “More than anything, I think collaboration is all about mind-set. If you truly believe that you are a better teacher when you are working in concert with others, then I think you will naturally find small, simple ways of collaborating… Their work together seemed like a by-product of their teaching mind-set” (181).

Bravo! And yes! To a mind-set that believes collaboration is the key to better teaching.

I will reflect on the other three strategies next week: welcome the experts, vacate on vacation, and don’t forget the joy.

Works Cited

Couros, George. “It’s Okay to Be the ‘Boss.’” The Principal of Change blog. 18 May 2017, http://georgecouros.ca/blog/archives/7360 Accessed 20 May 2017.

Raghunathan, Rag. If You’re So Smart, Why Aren’t You Happy? New York: Penguin, 2016.

Walker, Timothy D. Teach Like Finland: 33 Simple Strategies for Joyful Classrooms. New York: W. W. Norton, 2016.

Educators Chat about Making Notes

Dedication: To the Moderators and Participants in #txlchat and #cvtechtalk

As a now “retired” educator and an advocate, I made a pledge to myself to spread the word about the expertise of school librarians in non-school library circles. I believe that school librarians’ potential to positively impact student learning outcomes has not yet been fully realized. Sharing and showing how school librarians can lead through building instructional partnerships with classroom teachers has long been my raison d’être.

Last week, I stumbled upon the #cvtechtalk. Coincidentally, they were talking about “notetaking” – one of my all-time favorite topics. I share this experience here because one of the on-going issues in school librarianship advocacy is that other educators do not know what we can do to support their teaching and help their students learn effective information literacy strategies.

Even though I arrived when participants were on question #4 of their 8-question chat, I jumped in:

CactusWoman: A.4 Let’s call it “notemaking” rather than “taking.” “Making” implies Ss questions/connections/own ideas count! #cvtechtalk just dropped in

I got some likes, retweets, and replies and decided to stay. (This is my personal measure of whether or not a chat group is “listening” and learning from one another or simply broadcasting. See the dedication below.)

I followed up with:
CactusWoman: A4 #FutureReadyLibs #schoollibrarians r trained in notemaking skills > Classroom-library collaboration 2 teach essential skill #cvtechtalk

Then a reply/question about students using Twitter for notemaking:
CactusWoman: A5 Yes! @_____ I 2 use Twitter 4 notemaking when involved w/webinars/conference presentations, etc. have not tried w/6-12 Ss #cvtechtalk

(Note that should have been *w/8-12 Ss* – Twitter “suggests” participants should be 13 and up.)

Then:
CactusWoman: A6 When Ss compare notes they may c that one person’s “main ideas” do not match the others’ > convers abt determining importance #cvtechtalk

Since this was a “tech” group, they shared many electronic tools for notemaking. When one person noted she had read somewhere that hand-written notes were more effective, I shared a research-based article about the possible differences between handwritten and electronic notes in terms of student learning.

CactusWoman: A6 My concern copy/paste/highlight does not = learning: Article about notemaking by hand vs computer: http://www.npr.org/2016/04/17/474525392/attention-students-put-your-laptops-away … #cvtechtalk

According to my Paper.li report, the article was accessed (read?) by several #cvtechtalk chat participants. (Like all librarians, I enjoy sharing research/knowledge that can make a difference in educators’ practice and in students’ learning/people’s lives.)

CactusWoman: A.7 Creativity bcomes more important w/what Ss DO w/notes: What do notes mean 2 Ss? Does info inspire creative response/action? #cvtechtalk

The final question was perfect and one that I believe all Twitter chat groups should adopt. “Based on tonight’s talk, how will you empower students in note-taking?” (or whatever the topic).

CactusWoman: A.8 Encourage Ts #schoollibrarians collaborate 2 teach Ss notemaking strategies (reading comp) & create/do something meaningful #cvtechtalk

One person posted this:
A8 Will start #notemaking w/ Ss asap! Can’t handle guilt after these great ideas! Will intro #Sketchnoting & bulleting key ideas #cvtechtalk https://twitter.com/techcoachjuarez/status/862500760981983232 …

Cha-ching!

CactusWoman: Gr8t ideas on notemaking 2nite 5/10 when I dropped in on #cvtechtalk #FutureReadyLibs #txlchat #tlchat >opportunities 4 classroom-lib collab

It was interesting to me that many educators noted they would NOT model notemaking strategies for students and were “anti-direct instruction” for this skill.

As someone who connects notemaking with the reading comprehension strategy of determining main ideas, I believe that is a mistake. In my experience, if students are not taught several strategies from which they can choose or use as models to develop their own strategies, they will opt for copying/highlighting everything. They will not pass the information through their own background knowledge and purpose for reading and make their own connections, write down their questions, and their own ideas related to what they are reading. (Notemaking strategies include Cornell notes, deletion-substitution, trash ‘n treasure, and more…)

I created a Storify archive of the chat’s final question for my review and for yours if you are interested.

I know I will drop in on #cvtechtalk again when I can on Wednesday evenings at 7:00 p.m. Pacific (?). They are an active, caring, and sharing group of educators. I appreciate what I learned from listening and participating in their chat.

If you are a school librarian who is participating in non-school librarian chats, I hope you will add a comment to this post. Readers may appreciate knowing what you perceive as the benefits or drawbacks of those professional learning experiences.

Dedication: This post is “dedicated” to #txlchat. This chat’s home base is in Texas, but more and more school librarians from across the country are joining in. In 2014-2015, I had the opportunity to conduct a research study of #txlchat. Thanks to #txlchat moderators and participants, I was welcomed into their learning space and learned about the norms and benefits of their chat culture. I continue to connect and learn with #txlchat whenever I can get online on Tuesdays at 8:00 p.m. Central. Y’all are invited, too!

Twitter Chats

What does a Sonoran Desert tortoise have to do with a twitter chat? Thanks to Aesop, tortoises have a reputation for being “slow but steady.” Online professional development (PD), particularly a “slow Twitter chat” may result in the slow and steady progress we all want to experience in our personal learning networks (PLNs).

Online PD is a trend that meets the test of aligning with library and my personal values. The Web allows near and distant colleagues to get together in real time or asynchronously. We can share our questions and challenges, successes and missteps. We can interact with others with particular areas of expertise. We can respond to shared readings and current events. In short, we collaborate to expand our knowledge and improve our individual and collective practice.

Twitter has become a go-to PD platform for many state-level, university-based, and independent groups of school librarians. Through regular contact with one another, participants in these chats “learn from one another, develop shared meanings through exchanging ideas and information, and enculturate one another into the ever-evolving profession of school librarianship” (65).

Developing a strong PLN is one important way to stay current in the field and freshly energized in our practice.

In the 2014-2015 school year, I had the pleasure of being a participant observer studying the #txlchat. This Twitter chat meets during the academic year on Tuesdays from 8:00 to 8:30 p.m. Central Time. Members post using the hashtag throughout the week as well. I set out to learn about the #txlchat culture and the value participants place on this online PD experience.

The #txlchat cofounders and core group members have created a “democratic” context for the chat. They are committed to ensuring that participants’ voices are heard. Everyone I interviewed and those who responded to the survey noted the benefits they receive from learning from others and from sharing their knowledge and experience with the group. “@debramarshall summed up her experience this way: ‘I am a better librarian because of Twitter’” (68).

Chats can also be an excellent way to get out a message and share resources. The AASL/ALSC/YALSA Interdivisional Committee on School-Public Library Cooperation is currently exploring the use of Twitter chats to promote school-public library collaboration and the toolkit we created.

Currently, I am participating in the American Association of School Librarians (AASL) Supervisors Section (SPVS) book discussion. We are using the #aaslspvschat to discuss the book Switch: How to Change Things When Change Is Hard by Chip and Dan Heath. SPVS Chair Lori Donovan (@LoriDonovan14) is posting questions for our consideration over a five-week period.

This is my first experience with an intentional “Twitter slow chat” and my first experience with a total focus on a shared book reading. I think the slow chat format will help us take time respond to the moderator’s questions, savor each other’s tweets, reply to one another, and reflect on our discussion throughout the course of the slow chat.

Whether or not you’re a school librarian supervisor, check out the hashtag and check in to note how the discussion is progressing. This “slow chat” may be a model for a book study or other conversations with your PLN.

Work Cited

Moreillon, Judi. “Building Your Personal Learning Network (PLN): 21st-Century School Librarians Seek Self-Regulated Professional Development Online.” Knowledge Quest, vol. 44, no. 3, 2016, pp. 64–69.

Image credit: From the personal collection of Judi Moreillon

Future Ready Librarians Build Instructional Partnerships

“Future ready” is catching fire. In the education landscape, “future ready” denotes students, educators, and school districts that are being effectively prepared or are preparing learners of today for the challenges of tomorrow. The emphasis on digital learning is at the core of this movement. Fortunately, many educational decision-makers are recognizing that school librarians and libraries are important components in future ready teaching and learning as the image from Follett’s Project Connect attests.

A growing number of school districts across the country are joining Future Ready Schools® (FRS). According the FRS About page, the FRS goal is “to help school districts develop comprehensive plans to achieve successful student learning outcomes by (1) transforming instructional pedagogy and practice while (2) simultaneously leveraging technology to personalize learning in the classroom.”

Launched in 2014 with the Future Ready Pledge, the Alliance for Excellence in Education has collected more than 3,100 school superintendents’ signatures. According to the Future Ready Web site, this means that the learning of 19.2 million students and their teachers’ teaching are being impacted by the framework for this initiative.

In June, 2016, FRS announced the Future Ready Librarians piece of their effort. (Note the links on this page to additional articles that spotlight the work of school librarians.) This movement toward the transformation of teaching and learning is inspiring many school librarians to self-assess their own future readiness and prepare themselves for partnering with administrators and teaching colleagues to implement the eight principles of the Future Ready Librarians (FRL) Framework.

For me, one of the most exciting FRL principles involves school librarians in building instructional partnerships in order to directly impact curriculum, instruction and assessment. The FRL “partners with educators to design and implement evidence-based curricula and assessments that integrate elements of deeper learning, critical thinking, information literacy, digital citizenship, creativity, innovation and the active use of technology.” (See the FRL Fact Sheet.)

The Future Ready Librarians Facebook Page is one source of professional development for school librarians. This is a closed group and participants must request access. Searching Twitter with the #futureready and #FutureReadyLibs hashtags are additional ways to be connected.

This groundswell of support for the role of FRL and school libraries should energize the school librarian community. It should prompt and inspire professional development. School librarian Michelle Luhtala, Vancouver Public Schools library administrator Mark Ray, and Sara Trettin from the U.S. Department of Education provided a FRL Webinar via edWeb last October. You can view the archive.

On February 14, the Alliance is hosting another Webinar focused on FRL: “What’s Not to Love?” This time, Shannon McClintock Miller will join Mark RAy and Sara Trettin. Check it out!

Image Courtesy of Follett’s Project Connect

Reflections on Professional Learning, Part 2

library_values_2This post is a continuation of last week’s reflection on my take-aways from the 2016 Arizona Library Association Conference.

I hope BACC readers who were at the conference will comment on their learning, including adding reflections on sessions I was unable to attend.

One of the reoccurring connections for me on the second day of the conference Friday, November 4th, was the importance of library values. This word cloud captures just some of the values embedded in the competencies for librarians as codified by our professional organizations: the American Library Association Core Competences, Association for Library Service to Children’s Competencies for Librarians Serving Children in Public Libraries, ALA/AASL Standards for the Initial Preparation of School Librarians, and the Young Adult Library Services Association Competencies for Librarians Serving Youth: Young Adults Deserve the Best.

Jessica Jupitus and Lori Easterwood provided the “Libraries Transform, But How?” opening keynote on Friday, November 4th.  When Jessica and Lori worked together a four-year goal of the Sacramento (CA) Public Library’s strategic plan was to increase positive public awareness about library services and increase participation in library programming. At the time, Jessica and Lori were young adults themselves. They used deliberately provocative titles, such as Punk Rock Aerobics and Heavy Metal Yoga, to attract 18 to 28-year-olds to programs. For me, their program connected to the library values of inclusion and diversity.

In my presentation “Storytelling Matters: Reach Out with Digital Advocacy Stories,” I invited participants to reflect on their library values and connect their values with a program or service and an audience they would like to bring into the library. Participants used a graphic organizer to develop a meme, one-sentence theme, think about the needs of their target audience, and identify some free or low-cost Web 2.0 tools to create their stories. On the resource page for the presentation, I shared examples of school and public library digital promotions. After the session, I added an example that participant Claudine Randazzo shared with the group. The testimonials in the video on behalf of the Coconino County bookmobile tell the story of this service so well!

As always, I was inspired by the values in action of those who received awards at the AzLA service and author awards luncheon. Congratulations to TLD’s own Patty Jimenez for her Follett School Librarian of the Year Award. I believe that at least one award recipient embodied each of the values in the word cloud above.

Sunnyside Unified School District (SUSD) librarians Kate Street, Jennifer Flores, and Fran Stoler presented “Extreme Library Makeover: Making Spaces for Student Creation and Collaboration.”  They shared their journey in “creating a digital age library in a 1970s space.” Their Web page includes a timeline, floor plan (for Sunnyside High School), movable furniture, and flexible spaces. For me, their “Extreme Makeover” work connects with the library values of freedom of expression, empowerment, and literacies.

Some of the renovations included smart tables, mobile whiteboards, kiosks, “Nemo Trellis” (new to me) and more. Kate, who is the librarian at Sunnyside High School, reported that the library’s new sound studio has been the most successful aspect of their renovation in terms of student creativity and ownership. Fran, who is the Desert View High School librarian, noted that the positive attitude of the librarians, students, teachers, and administrators was as important in their renovation efforts as were the renovations themselves.

As noted in last week’s post, Sunnyside is a 1:1 technology district and students are eager to spend time away from screens! Jennifer, who is the librarian at Los Amigos (Elementary) Tech Academy, shared some low-cost, low-tech strategies for library renovation, including painting walls and tables with whiteboard paint, board games, and freshly painted walls. Los Amigos uses a 50/50 model with students engaged with tech 50% of the time and interacting face to face (f2f) 50% of the time. Jennifer’s goal is to increase community involvement during the f2f time — to bring in the funds of knowledge in the community to mentor and teach the students.

As Miguel Figueroa noted, for librarians, a societal trend is simply “trendy” unless we view it through the lens of our library values. If we examine the signals in society that confirm a trend exists, we should then explore that trend to see if it aligns with our library values. When it does, librarians can work together to create library services and programs that will meet the current and future needs of our communities. Thoughtful librarians can take action to develop innovations that matter.

Every professional learning experience provides opportunities to meet new colleagues and to get to know long-time colleagues better.  At the TLD Mixer on Thursday night, I enjoyed the conversation with Jean Kilker, Patty Jimenez, Cindy Reyes, and Leslie Preddy. It was rewarding to connect with former University of Arizona graduate students and know they are doing great work in libraries across the state.

I left the conference hopeful for the future of librarianship. I know there is no shortage of work to ensure that our libraries continue to work with our community members to improve lives. I also know we can do it. Yes, we can!

Post-election comment: I believe it is especially critical that librarians rededicate ourselves to practicing and promoting the core values of our profession

Image Credit
Word Cloud created at Wordle.net

Reflections on Professional Learning – Part 1

reflectionLast Thursday and Friday I attended the annual Arizona Library Association Conference. This year it was held in Tucson at a hotel in the shadow of the beautiful Santa Catalina Mountains. As reflection is an important (and some would say essential) aspect of learning, I am taking this opportunity to share my take-aways from the conference sessions I attended.

I hope BACC readers who were at the conference will comment on their learning, including adding reflections on sessions I was unable to attend.

The opening keynote on Thursday, November 3rd, with Miguel Figueroa from the American Library Association’s Center for the Future of Libraries was inspiring for me. In his talk titled “Signals for the Libraries of the Future,” Miguel spotlighted several trends and noted that we can “see” what will happen in the future by monitoring changes that are happening today. He quoted founder of the World Future Society Edward Cornish: “Foresight is fundamentally about the study of change.”

I am not a student of futurist thinkers and found this information thoughtful and thought-provoking. In his talk, Mr. Figueroa recommended two specific book titles: Anticipate the World You Want: Learning for Alternative Futures by Marsha Lynne Rhea and The Ten Faces of Innovation: IDEO’s Strategies for Defeating the Devil’s Advocate and Driving Creativity throughout Your Organization by Tom Kelley and Jonathan Littman. I believe Miguel’s futurist work brings an essential perspective and critical information to our profession. (I also think he has an incredibly exciting job!)

Emily Plagman, project manager for the Public Library Association’s Project Outcome, presented a session titled “The Power of Performance.” While I was most likely the only school librarianship-focused person in the room, I was impressed by PLA’s effort to collect comparable survey data from public library systems across the U.S. I believe that the American Association of School Librarians (AASL) could explore this idea as part of the new standards and guidelines implementation effort. (I was also reminded that when a program doesn’t at first look like a “perfect fit” for my interests, I can gain a great deal by learning and thinking “across the aisle.”)

At the Teacher Library Division (TLD) meeting, Leslie Preddy, the immediate past-president of AASL, shared the many ways our national organization supports our profession. Leslie pointed us to the AASL toolkits, including the most recent “Resource Guide for Underserved Student Populations.” She noted sample posts from the fresh and vibrant Knowledge Quest blog and reminded us that school librarians can sign up to have announcements of new blog posts pushed to our email inboxes.

Leslie also reminded us that AASL has been providing leadership and professional learning for school librarians for 65 years! You can donate to the 65th Anniversary Campaign and you can add a Twibbon to your social media profile photo(s). I hope you will join me in supporting and promoting this campaign.

After Leslie’s presentation, several of us talked about school librarians and the Every Student Succeeds Act (ESSA). We wondered how the TLD might maximize the benefit of an AASL-facilitated workshop. As Arizona educators, we should be part of the state’s ESSA plan and position our work as essential to preparing future ready students and supporting classroom teachers’ teaching.

After lunch, I attended a session by Dan Messer called “Transforming Your Perspective: The Beauty of Generalists in Library Technology.” Dan’s own experience as a creative, innovative generalist connected with my perspective on the potential of school librarians to contribute broadly in their learning communities. School librarians may know a great deal about teaching information literacy or guiding inquiry learning but we have to know a little about many things in order to manage our libraries and effectively coteach across the grade levels and disciplines. (In 2010, when the AASL Board officially dropped the “school library media specialist” term, I venture to say that no one was happier than I was!) Check out Dan’s blog “Cyberpunk Librarian” blog.

At the end of the first day of the conference, I participated in a hands-on, minds-on workshop with Mr. Figueroa: “From Futuring to Innovation.” I was fortunate to have the opportunity to think with three Sunnyside Unified School District (SUSD) school librarians (see next week’s post) and a college-level librarian from the University of Phoenix. Our task was to explore societal trends through the lens of library values and develop an event/program that would reflect that trend and our library values, and appeal to patrons.

What may have surprised some who heard our group’s report was that SUSD is a 1:1 technology district and students are eager to spend time away from screens! The trend our group’s event addressed was “unplugged.” (This made me think about Future Ready Librarians and how the “unplugged” trend could align with that initiative.)

Next week, I will share more thoughts on Mr. Figueroa’s suggestion that we “push on trends with our #library values” and reflections on the second day of the conference.

Side note: I tweeted at #AzLA2016 throughout the conference. Tweeting is one way I document my learning during a professional development opportunity. Reviewing my tweets supported my reflection as well.

Image Credit
From the Personal Collection of Judi Moreillon

Collaborative Lesson Planning

Cameron_collabplanning2The theme of the October issue of Educational Leadership is “Powerful Lesson Planning.” I especially appreciate the article by Michelle Bauml, associate professor in early childhood education at Texas Christian University: “The Promise of Collaboration.” She writes “effective collaboration is generally characterized by shared goals, good communication and equitable contributions by all participants” (60). She goes on to stress that collaboration doesn’t “automatically yield effective lessons.”

Applying the principles of effective lesson design is essential. Effective educators base instruction on assessment data. They collect evidence of student learning during and after the lesson. They also use observations and these data to inform the instruction in process and future instruction. These principles can support educators as they work together to codesign effective lessons in which learning objectives, tasks, and assessments are aligned.

Dr. Bauml notes, “Just as students don’t automatically know how to work in groups, teachers can’t be expected to magically make collaboration work” (60). This is where school librarians’ experiences as instructional partners can be particularly valuable in the school learning community. When school librarians develop their expertise by working with individual faculty members and teaching teams, they can serve as effective collaboration guides.

Coimplementing coplanned lessons was missing from the article because even after coplanning many classroom teachers do not have the opportunity to coteach those lessons. When two classroom teachers coteach, they must find a space large enough to accommodate doubling the class size. And they miss out of one of the important benefits of coteaching, namely lowering the student-to-educator ratio.

When classroom teachers coteach with the school librarian, they can truly experience job-embedded professional development. They can learn with and from each other in real time, make adjustments to instruction informed by two (or more educators), and comonitor students’ guided practice. Then when they follow up by coassessing student learning, they both bring their first-hand knowledge of what happened during the instructional intervention.

Coplanning, coimplementation, and coassessing student learning and the instructional itself may be the best form of professional development for all educators.

Dr. Bauml cites instructional specialists, paraprofessionals, school administrators, and special education teachers as possible collaborative planners with individual, pairs, or groups of classroom teachers (59). While I trust all school librarians aspire to be seen as “instructional specialists,” I will praise the day when more articles are published in education journals in which school librarians are specifically mentioned as collaborative instructional partners.

And to build on that vision, thank you to 230 school librarians, classroom teachers and specialists, school administrators, university faculty, and others interested in education who attended my Webinar “Classroom-Library Coteaching 4 Student Success” on Thursday, October 13th. If you were among the almost 800 who signed up and were unable to attend, you can link to the archive on edWeb.net.

You can also access resources from this SLC @theForeFront Webinar on my presentations wiki.

Let’s keep on improving our instruction through coteaching.

 

Work Cited

Bauml, Michelle. “The Promise of Collaboration.” Educational Leadership, vol. 74, no. 2, 2016, pp. 58-62.

Image Caption: Former school librarian now school librarian supervisor Stacy Cameron, an ELA teacher, and technology integration specialist coplanning (Used with permission)

Educating Preservice Principals and Classroom Teachers

This month the BACC co-bloggers are sharing their thoughts about the “Pre-service Toolkit for Principals and Teachers” recently released by the American Association of School Librarians (AASL).

what-every-preservice-teacher-should-know-about-working-with-the-school-librarian-1-638The Educators of School Librarians Section (ESLS) of AASL developed this toolkit to help practicing and preservice school librarians and school librarian educators talk with our constituent groups about how school librarians help library stakeholders reach their goals. The opening line frames the toolkit in terms of the interdependence of all members of the school learning community: “There is no question that the success of school library programs depends upon the support of the principal and the school librarian’s ability to collaborate with teachers” (2).

AASL charges school librarians with serving their schools in five roles: leader, instructional partner, information specialist, teacher, and program administrator. There are many challenges inherent in educating preservice principals and classroom teachers regarding the capacity of state-certified school librarians to serve in these roles and improve teaching and learning in their schools. These challenges include the sad fact that too many schools lack a professional school librarian on the faculty and preservice principals and classroom teachers may not have had first-hand experience of working with a dynamic school librarian.

In my role as a school librarian educator, I have had two exceptional opportunities to speak with preservice principals and classroom teachers. Thanks to Teresa Starrett, my Texas Woman’s University colleague in Educational Leadership, I have had the opportunity to speak with future principals enrolled in a course called Professional Development and Supervision in Education. I have posted resources online for a 60- or 90-minute agenda: “What Every Principal Should Know about Evaluating a School Library Program and a School Librarian.” The resources include a one-page assessment based on the school librarian’s five AASL roles.

In 2013-2014, along with TWU colleague Jennifer Richey and Denton-area educators, I had the opportunity to provide two three-and-half hour workshops for a total of 163 preK-12 preservice teachers. At the time of “What Every Preservice Teacher Candidate Should Know about Working with the School Librarian,” they were conducting their student teaching. This links to a Slideshare of the opening session in which Becky McKee and I demonstrated collaborative planning. I published an article in Teacher Librarian magazine about the research study based on these workshops.

These presentations had two things in common. In both, our goal was to change the preservice principals’ and classroom teachers’ paradigm of teaching as a solo activity. We also included a role play of a classroom teacher and school librarian coplanning a unit of instruction in both. This helped the participants see the benefits of coplanning to students, classroom teachers, school librarians, and to principals, too.

Educators of preservice school librarians and preservice classroom teachers and principals “should make concerted efforts to demonstrate the value of classroom-library collaboration for instruction during preservice teachers’ (and principals’) preparation programs. Still, it is up to practicing school librarians to reach out to student teachers and make sure that mentor teachers are given extra attention while they are guiding the student teaching experience” (16). It is also up to those in the field who are providing exemplary practice to show their principals the school librarian’s capacity to contribute to the school’s academic program.

The “Pre-service Toolkit for Principals and Classroom Teachers” provides multiple resources for thinking, discussing, and presenting the roles of school librarians in student learning: articles, blogs, books, brochures and infographics, posters, reports, research, and videos.

Thank you to the ESLS committee members who curated all of these materials and put them together in one easily accessible place.

Works Cited

Educators of School Librarians Section. “Preservice Toolkit for Principals and Teachers.” ALA.org. Mar. 2016. Web. 5 May. 2016. <http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/toolkits/PreserviceEducators_Toolkit_FINAL_2016-03-17.pdf>.

Moreillon, Judi. “Making the Classroom-Library Connection.” Teacher Librarian 43.3 (2016): 8-18.

Moreillon, Judi and Becky McKee. “What Every Preservice Teacher Should Know about Working with the School Librarian.” Slideshare.com. 24 Mar. 2014. Web. 5 May 2016. <http://www.slideshare.net/jmoreillon/what-every-preserviceteacher0314>.

Classroom-Library Collaboration for STEM Learning

bulls_eyeOne way that school librarians are responding to STEM/STEAM/STREAM is to house makerspaces in the physical space of the library. Involving students in hands-on opportunities to practice the creativity and critical thinking that can lead to innovation is a timely goal. In fact, and however, school librarians who have been effectively integrating technology tools into teaching and learning have been providing students many of these opportunities for decades.

The difference with today’s makerspace movement seems to be the emphasis on the types of tools students use in their making plus a greater emphasis on experimentation/trial and error rather than on creating final products to demonstrate learning. Some makerspaces operate in isolation from the classroom curriculum and could be described as “free play” centers that are neither constrained nor bounded by curriculum. These spaces may be facilitated by the school librarian working in isolation. Other makerspaces are integrated into the published curriculum and may be facilitated by a team of educators that includes the school librarian.

In Texas, Robin Stout, district-level Media Services and Emerging Technologies Supervisor (@BeanStout), Jody Rentfro, Emerging Technologies Specialist (@J_O_D_Y_R)  and Leah Mann, Library Media Services Instructional Specialist (@LMannTxLib), are spear-heading an initiative in Lewisville Independent School District (#LISDlib). LISD school librarians are piloting a Mobile Transformation Lab that moves beyond traditional “making” to address STEM/STEAM through collaborative lessons based on content area standards and district curriculum.

The team partners with campus librarians, classroom teachers and members of the curriculum department in collaborative planning meetings. The group examines the essential questions for the curriculum topic and decides which technologies from the Mobile Transformation Lab will best support the learning. Jody and Leah bring the agreed-upon resources to campus and co-teach lessons with campus staff for an entire day. They also participate in planning extension or follow-up lessons with the campus group.

You can see this process in action here:
http://goo.gl/znnvyn
http://goo.gl/wtjf8L

The Library Media Services and Emerging Technologies department offers an ever-growing repository of lessons from this project and tools to support librarians as they implement STEAMlabs with their students: http://hs.moodle.lisd.net/course/view.php?id=1010

This initiative has the potential to position school librarians as co-leaders in STEM/STEAM/STREAM learning. With an emphasis on collaborative classroom-library lesson plans, school librarians can achieve the hands-on creativity and critical thinking goals of makerspaces while school library programs remain at the center of their schools’ academic programs.

This is a makerspace strategy that is a win for students, classroom teachers, and school librarians, too.

Copyright-free Image by pippalou accessed from the Morguefile <http://bit.ly/1ccKDO1>.

Diving into the Pool

DSCN0102Perhaps instead of a pool as the operative metaphor for jumping into blogging, the image should be a rocket launching into the blogosphere. Take your pick. Either way, joining the blog parade is an adventure, and according to our favorite love/hate resource, Wikipedia, “a new blog is being created every second of every minute of every hour of every day.” (Keen, 2008) There are many kinds of blogs populating the airwaves-or electromagnetic waves, and communication and interaction through digital writing, illustration, and reading have expanded our vision of publishing.  We all have the means to be producers of information in a Web 3.0 world.

For school librarians, blogs have dual purposes in our practice, as Judi and Karla have already shown.  Judi shared examples of award winning blogs created by school librarians to showcase and promote learning in their physical and virtual library spaces.  The combination of creative design, vivid images, and engaging text are the hallmarks of an opportunity to deliver information to school communities and beyond, in a personal way. We all can learn from these models for effective communication that highlight evidence of an active, engaged school library program.

Karla shared how blogs, and other social media are an important contribution to her professional learning as part of her PLN.  She recommended ways to get started following bloggers who are writing and sharing information about topics and issues that are critical for professional school librarianship.

School librarians depend on multiple sources of information to remain current. Along with the standard print publications, many publishers are featuring blogs on their websites to increase exposure to ideas and information in an immediate way.  School Library Journal, Knowledge Quest, Booklist Reader, VOYA (Voice of Youth Advocates) have bloggers who are on top of current trends.

Interactivity in Web 2.0 and Web 3.0, has generated a fire hose of  information, and that includes bloggers of all descriptions.  When you want just a sip of the information waters, you can control your own PLN.  Try setting up an RSS feed through sites like Feedly, and Feedspot, or a number of others.  You can link your favorite blogs, websites, or other social media sites to the account, and you will have only one spot to visit to catch up on your reading.  Most blogs allow readers to subscribe to the blog through email, so that you can get notices from the blogger when a new post has been published. That works well, unless there are multiple posts each day, then you may find your email overflowing!

 For those of you who would like to venture into starting a blog for your school library, or to set up a forum to connect with other professionals to discuss contemporary issues, take some time to establish your own criteria and purpose for publishing your own work.  View multiple blogs to see which ones are exemplars that you would want to emulate. Both Judi and Karla suggested a few places to begin your search.  This should not be an impulse decision, but one for consideration and reflection.  Commitment to ongoing and timely publishing is a key to successful blogging, along with nurturing and tending the links and topics.
Explore several blog platforms before you choose one to jump into.  Blog platforms have tutorials, and templates that will help you get going, but the primary focus should be on the clarity of the purpose for your work.  Why is a blog important to your school library program? Who is your audience? Why do you want to connect with other interested professionals?  How will you maintain the content of the blog?  How will you use the blog as a bridge to other social media sites?

Jump start to blogging: Dear Blogger-a blog about blogging…

Do you have a favorite platform to share? Talk to us….

Take the plunge!

 

Links to websites:

School Library Journal: http://www.slj.com/

Knowledge Quest: http://knowledgequest.aasl.org/

Booklist Reader:http://www.booklistreader.com/

VOYA: http://www.voyamagazine.com/topics/evoya/

Feedly: https://feedly.com/i/welcome

Feedspot: http://www.feedspot.com/

Dear Blogger: http://www.dearblogger.org/blogger-or-wordpress-better

 References:

Keen, Andrew (2008). The Cult of the Amateur: How Today’s Internet Is Killing Our Culture. New York: Nicholas Brealey Publishing. Web. 24 Jan. 2016 <https://en.wikipedia.org/wiki/Blog>

 Image:

Judy Kaplan Collection