LIBE 477: Reading Review: Part A: Exploring Keywords

 
                                                                                                    Figure 1. Keyword Exploration. Created with WordArt.com

As a teacher who is currently taking time away from the classroom, I am realizing more and more that my areas of interest in regards to education are continuously changing and expanding. For many years, I primarily aimed my focus and my professional development opportunities on early childhood education as I mainly worked with Kindergarten students. A step away from the hustle and bustle of the Kindergarten classroom has allowed me to reflect on other areas of education I want to explore and the type of teacher-librarian I aspire to become. There are so many areas to explore, especially in terms of digital technologies. While I was brainstorming topics of interest, as well as opportunities and issues that may arise for educators in the near future, I found that many of my thoughts and concerns relate back to the topics of digital literacy, online safety, social media connections, and personal learning networks. 

     There have been many recent changes to the education system in response to the Covid-19 pandemic. The protocols put in place, in response to the Covid-19 virus, have had a drastic impact on the way teachers are currently teaching and the way students are learning. In Alberta, many school districts are struggling to balance remote learning opportunities as well as safe in-school learning opportunities for students. Regardless of whether students are learning remotely or in the classroom, I have noticed a significant increase in our reliance on digital technologies to support student learning. My colleagues who returned to elementary classrooms this fall have expressed their frustrations with limited access to print texts and resources from the Learning Commons due to the need for sanitization between uses. As a result, they are relying more heavily on individual student Chromebooks and iPads for reading apps, ebooks, and online resources. Similarly, students who have chosen to learn at home this term have reduced access to print resources and they are required to have a personal device, a laptop, or Chromebook with internet access to engage in remote online learning. 

Figure 2. Virtual Learning (Park, 2020).

     With this shift in our reliance on technology, we must ask ourselves: are our students equipped with the 21st-century knowledge and skills they require to effectively, safely, and ethically utilize technology in their efforts to meet the learning outcomes as outlined by the Alberta Program of Studies? 

         From my personal experience working with students from K-6 over the past 7 years, and based on the sentiments of my colleagues who along with their students are struggling to adjust to our new reality, I would argue that in many cases the answer is “no”. Although the majority of students have grown up surrounded by technology and have most likely utilized it regularly outside of the classroom, that does not necessarily mean they are proficient in its use. While working as a substitute teacher, I regularly witnessed students struggle with technology, from the basics of learning to type with a keyboard and use a trackpad on a Chromebook, to struggling to navigate Google searches in order to locate, access and assess information (Google often seems to be their only source of choice when beginning research) to struggling to communicate and cooperate with their peers through online educational networks and games such as Prodigy and Mathletics. As Richardson (2012) suggests, in his book Why School?, "no matter how often we dub our kids ‘digital natives’ the fact is they can still use our help" (“The upside”, para. 5). Furthermore, Richardson (2012) suggests that when applying the benchmarks laid out by the National Council of Teachers of English, upwards of "80 percent of students graduating from private, public, parochial, and home schools were [considered] illiterate" in terms of 21st-century literacies (“Our kids are illiterate”, para. 4). 

    Consequently, as a teacher-librarian, how can I support my colleagues and students during this unique period of learning? What can I do to provide for both those who are currently in school and those who are engaging in remote learning? How can I support students in the development of 21st-century learning skills, and more importantly, the skills they require to effectively, safely and ethically use technology to support their learning during this time, as well as in the future? What types of digital resources (websites, apps, social media, games etc.) could be used to enhance student learning in this area? Finally, as a professional, how can I ensure that I am staying informed and aware of relevant resources, professional learning opportunities, and advances in this area of education?

Below I have compiled a list of topics and keywords that I will be exploring in effort to answer these questions:

• Digital Literacy

• Internet Safety

• Media Literacy

• Evaluation and Critique of Online Resources

• Personal Learning Networks

• Social Media Connections

    As I explore these areas, I plan to keep in mind how they might relate to the eight competencies as laid out by Alberta Education: 

Figure 3. Alberta Competencies. (Alberta Education, 2016).

     While the Alberta Program of Studies works to promote the development of these competencies within the curriculum, Alberta Education (2016) suggests that "students use and develop [these] competencies when they encounter unfamiliar or challenging situations" (para. 1). The current implications of Covid-19 means that all students are currently encountering both unfamiliar and challenging situations, resulting in a unique opportunity for educators and students to practice, develop and apply these competencies to their current educational setting as well as in their personal lives. Additionally, Alberta Education (2016) suggests that these "competencies are critical for equipping students with the knowledge, skills and attitudes that they will need to successfully navigate their personal journeys in learning, living and working" (para. 1). Therefore, I would argue that these competencies are also integral to the development of the 21st-century learning skills and literacies our students require to be successful in the digital age. 

    In addition to keeping these competencies in mind, as an educator, it is also important that I consider my pedagogical approach to teaching as I explore the key words and topics I have listed above. Alberta Education (2016) suggests that the eight "competencies help students draw and build upon what they know, how they think and what they can do" (para. 2). Building upon prior knowledge is a component of learning that is at the foundation of constructivism, which requires students to be active participants in the learning process. In effort to foster student engagement, excitement, and active participation throughout the learning process, I plan to explore ways that I might incorporate inquiry-based learning opportunities for my students in order to help them develop the knowledge and skills they need to successfully navigate their current learning situation. 

                                                        Figure 4. The Inquiry Model. (Alberta Learning, 2004). 

    It appears I have my work cut out for me over the next few weeks as I continue to explore these keywords and topics through literature searches, and I realize that I will most likely need to narrow my selections down to a few areas of focus. However, I am very much looking forward to this opportunity to learn and grow as both an individual and as a professional, and to explore ways I can support my colleagues and their students during this unique and challenging season in our lives. 

References:

Alberta Education. (2016). Competencies overview. Retrieved from: 

           https://education.alberta.ca/media/3115408/competencies-overview-may-17.pdf

Alberta Education. (2016). Competencies Overview [Digital image]. Retrieved September 13, 2020, from https://education.alberta.ca/media/3115408/competencies-overview-may-17.pdf

Alberta Learning. (2004). Inquiry Model [Digital image]. Retrieved September 13, 2020, from https://www.ifla.org/files/assets/school-libraries-resource-centers/oberg_il_and_the_school_library.pdf

Park, T. (2020). [Virtual Learning]. Retrieved September 19, 2020, from https://unsplash.com/photos/6MePtA9EVDA

Richardson, Will. (2012). Why school? How education must change when learning and
information are everywhere [eBook edition]. Ted Conferences.