Welcome to my Vision of the Future Project!
For my vision of the future final project, I have developed a digital literacy toolkit website for grade four to six teachers and students where they will find resources, tools and tips to support them wherever they may be in their digital literacy journey. As a teacher-librarian, my aim through this project is to foster the continual development of digital literacy within the school community in order to equip staff and students with the knowledge and skills they require to teach, learn, and ultimately be successful in the 21st-century. The website features five main pages, which are presented in a list of tabs at the top of the homepage:
Teacher Resources: this tab features a drop-down menu, with 5 subpages.
Each page features a Padlet, which is further categorized to organize resources in a way that makes them easy to navigate and access. By using Padlet to collect, organize and display my toolkit resources, teachers will be able to easily navigate and select resources, preview their content without having to open the resource link, provide feedback on resources they've used, as well as contribute their own resources to the collection. While each page is intended to specifically support one (or two) of the
components of Digital Literacy as identified in BC's Digital Literacy Framework, each of these components are interconnected and some elements may be addressed in multiple areas of the site. Below, I have detailed the primary components each of the following pages work to support. The subpages for teacher resources include:
components of Digital Literacy as identified in BC's Digital Literacy Framework, each of these components are interconnected and some elements may be addressed in multiple areas of the site. Below, I have detailed the primary components each of the following pages work to support. The subpages for teacher resources include:
Professional Development: this page includes professional resources to support my colleagues in learning about digital literacy and why it's an important aspect of elementary education in our province. It include guides, frameworks and models to support teachers in learning how to teach digital literacy skills effectively while integrating it into the regular curriculum. It also serves as a means to support staff in developing their own digital literacy skill set, and includes a section on upcoming professional development opportunities and new resources.
- Research and Planning: this page features a variety of resources for teachers to support their students in learning to effectively gather, evaluate and use information. It includes research and inquiry units and lesson plans, kid-friendly digital reference resources, accessibility tools to support diverse learner needs, and general resources and suggestions for evolving student research and inquiry projects. It also features a variety of strategies and tools to support students in learning to effectively search, select, authenticate, evaluate, organize, use and cite information. Through use of the resources provided on this page, teachers will be able to foster the development of the first two components of digital literacy, as described in the BC Digital Literacy Framework:
- Research and Information Literacy: students apply digital tools to gather, evaluate, and use information.
- Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources (BC Ministry of Education).
- Digital Citizenship: this page features a variety of resources for teaching Digital Citizenship. In addition to providing ready made lesson plans, videos and other resources on the primary components of digital citizenship, it also includes planning guides, starter kits, classroom posters, quick 15 minute activities, online games and more! Many of the lessons come from MediaSmarts, which won the UNESCO GAPMIL Global Media and Information Literacy Award in 2018, as well as from Common Sense Education, which won an award in 2016 for "Best Website for Teaching & Learning" from the American Association of School Librarians (MediaSmarts, 2020; ISTE, 2020). Each lesson plan falls under one of the following categories: Privacy & Security, Digital Health & Balance, Communication & Relationships, News and Media Literacy, Ethics & Copyright and Digital Footprint & Identity. Within each of the lesson plan posts on Padlet I have included a description with grade level, length of time for completion and the included resources. This page serves to support teachers in fostering the third component of digital literacy:
- Digital Citizenship: students understand human, cultural, and societal issues related to technology and practice legal and ethical behaviour (BC Ministry of Education).
- Communicate, Collaborate and Create!: This page features resources, tips and tools for teachers to effectively support their students in learning to connect and collaborate with others and to organize, create and present digital content. It features unit plans and lesson plans, and tips and tools for using student friendly programs and applications for working with and/or creating and presenting digital content independently or collaboratively. Through the use of the resources and tools provided on this page, teachers can reinforce Critical Thinking, Problem Solving, and Decision Making, as well as foster student development of the fourth and fifth components of digital literacy:
- Creativity and Innovation: students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
- Communication and Collaboration: students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others (BC Ministry of Education).
- Technology Concepts: This page features general information, tutorials, guides and other resources and tools for supporting teachers in fostering student understanding of technology concepts, systems and operations. It includes lesson plans and activities to teach students about technology basics, such as using digital devices and basic applications, understanding computer programs, and how to develop self-efficacy when engaging in remote or distance learning. This page serves to support the development of the sixth and final component of digital literacy according to BC's Digital Literacy Framework:
- Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations (BC Ministry of Education).
Each page addresses one or two of the six components of the digital literacy framework. Similar to the teacher resource pages, each page features a Padlet, which is further categorized to organize resources in a way that makes them easy to navigate and access. By integrating a visual for each resource through Padlet, students will be able to easily navigate these resources, using the visuals to preview their content without having to open the resource link. As with the teacher resource pages, the following pages work to support the six components of digital literacy. The subpages for student resources include:
- Research & Planning: this page features kid-friendly reference resources, search engines and databases, planning and organizational tools such as graphic organizers, citation guides and generators, and helpful tips and tools to assist students in evaluating and authenticating information they find online.
- Digital Citizenship: this page features age appropriate resources for students learning about digital citizenship. It includes information resources such as videos and articles, as well as interactive games and activities which relate to the digital citizenship themes of: Privacy and Security, Digital Health and Balance, Communication and Relationships, News and Media Literacy, Ethics and Copyright, and Digital Footprint and Identity.
- Communicate, Collaborate & Create!: this page includes links to various tools, programs and applications where students can use to virtually connect and collaborate with other learners, and to create, share and present digital content in various formats through multiple platforms.
- Technology Concepts: this page is currently under construction, but will soon feature helpful resources such as video tutorials and guides, as well as other tips and tools for students to assist them in understanding basic technology concepts and operations. It will also help to support them in troubleshooting and demonstrating self-efficacy in learning about and with digital technology.
Reflecting on the Purpose and the Process
My vision for developing this digital literacy toolkit website originally stemmed from my initial explorations in LIBE 477, in which I spent some time researching digital literacy in elementary education, and came to realize my own lack of knowledge, skills and understanding in this area. After engaging in discussions with several colleagues, I came to realize that other teachers lack an awareness of the technological resources and tools currently available. Furthermore, they are lacking the necessary knowledge and corresponding skills needed to effectively foster student use of these technologies. During a needs assessment interview, one of my colleagues expressed they have been experiencing increasing levels of frustration with attempts to integrate technology into their daily activities because their "students have different levels of familiarity with technology, Chromebooks, the internet and search engines" (Personal Communication, 2020). This frustration has been further exacerbated for teachers who are currently supporting online remote-learning due to the Covid-19 pandemic.
During the first week of our LIBE 477 course, we began reading a book entitled Why School? by Will Richardson. It features a chapter entitled "Our kids are illiterate" in which he discusses whether students in the digital age possess the 21st-century literacies considered essential for being "active, successful participants in this 21st century global society" as established by the National Council of Teachers of English (NCTE) (National Council of Teachers of English, 2019). He asserts that when applying the benchmarks laid out by the NCTE, 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). This chapter from Richardson's book really stood out to me as I came to comprehend the realities of his message, and inspired me to begin my initial research on 21st-century literacies, ultimately leading me to my in-depth exploration of digital literacy throughout this course.
As I continued to research 21st-century literacies, I came to realize that others share Richardsons assertion that the majority of students today are illiterate in terms of 21st-century literacy. I learned that this illiteracy stems from poor digital literacy education according to Morris (2018), who asserts that "schools are not preparing students to face the challenges of the 21st century" and as a result "there are new risks and threats that can only be properly countered with good knowledge of digital literacy" (para. 2). The need to address this issue within our education systems is further addressed by the NCTE who states that the "definition of Literacy in a Digital Age makes it clear that the continued evolution of curriculum, assessment, and teaching practice itself is necessary.... As society and technology change, so does literacy" (National Council of Teachers of English, 2019, para. 1). Richardson (2012) suggests therefore, that we must examine and challenge the traditional model of schooling in pursuit of a future where our students take increasing ownership of their learning in order to develop the knowledge and skills they will require to be successful in the 21st-century. However, Morris (2018) argues that "students cannot be counted on to learn everything by themselves" and "it is up to schools to better prepare them for this digital world" (para. 4). He goes on to suggest that schools are neglecting their responsibilities if they do not teach digital literacy skills (Morris, 2018).
While I agree with Richardson's (2012) suggestion that we must examine the traditional model of schooling in efforts to help our students take increasing ownership of developing the skills they require for success in the 21st-century, digital literacy skills are a subset of these required skills and I believe that educators and teacher-librarians, especially at the primary level, play a key role in facilitating their development. As Salmela (2019) suggests, children will be seen as "future ready" when they are "inquiring, including, collaborating, curating, exploring, and engaging in and outside of the library and across content areas" but "this will only happen if school librarians collaborate with teachers and share their technical expertise and knowledge of digital resources" (Johnson, para. 3). Collaborating with teachers and sharing technical expertise and digital resources is a primary duty for teacher-librarians. As stated by the Canadian Association for School Libraries (2006), in Achieving Information Literacy: Standards for School Library Programs in Canada, teacher-librarians "have knowledge of the technological resources that are appropriate for use with students in various areas of curriculum [and] they work with students and teachers to enable them to use these resources effectively (Asselin, et. al., p. 57). Furthermore, "teacher-librarians keep up to date on new developments in technology and work extensively with teachers in helping them incorporate new technologies into their classroom teaching" (Asselin, et. al., 2006, p. 57).
Although there are a variety of suggestions and arguments, as well as established standards in regards to digital literacy education in the 21st-century and how to best equip children with digital literacy skills, I believe Morris (2018) does an excellent job of summing up why this is a critical component of student education and how it might be best addressed:
Digital literacy and its place in the 21st century is a concept that many are still trying to figure out. The advancement of technology and the internet’s rising importance in our society has made digital literacy a required skill for everyone. It is already an integral skill for many jobs and that number will only rise within the coming years. It is up to us educators to decipher the best methods for teaching digital literacy and to help our students become fluent in this new type of literacy (para. 7).
Thus, I believe that in order to effectively support students in developing the wide range of skills they require for the 21st-century, we as teacher-librarians and educators must first determine how to best teach and support our students to be digitally literate, proficient, and ethical users of technology. As such, I developed my digital literacy toolkit website with the notion that by creating, maintaining, sharing and effectively facilitating school-wide use of the resources within my toolkit, I will be able to effectively achieve the following goals as they relate to my vision for teacher-librarianship and 21st-century learning:
- To facilitate student development of 21st-century learning skills, with a focus on the digital literacy skills required to effectively, safely and ethically use technology to support learning through guided, exploratory, and self-directed use of various technologies and digital resources.
- To support my colleagues in developing their own digital and media literacy knowledge and skillset through the provision of relevant professional development resources and through the facilitated application of corresponding technology tools and innovations.
- To bridge the gap between teacher and student knowledge and understanding of digital technologies and their use in educational contexts by facilitating the application of digital literacy skills in a variety of educational contexts through the collaborative use of various technology tools and resources such as websites, apps, games, videos, blogs, social media, etc.
- To maintain a current level of awareness and knowledge in this area through engaging in professional learning opportunities and to regularly demonstrate and share this knowledge with my colleagues.
To support the achievement of these goals, I designed my digital literacy toolkit to provide a variety of resources and tools for teachers and students. These tools are organized on different pages within the website according to topic and the intended audience. To support my colleagues in developing their own digital and media literacy knowledge and skillset, I developed a page featuring professional development resources to support my colleagues in learning about digital literacy and why it is critical to 21st-century teaching and learning. I felt this was an important component of my vision, as providing professional development is an important aspect of teacher-librarianship. As stated by the Canadian Association for School Libraries (2006), teacher-librarians "share recent research findings and provide professional development at a variety of levels" (Asselin, et. al., p. 57). The professional development page includes guides, frameworks and models to support teachers in learning how to teach digital literacy skills while integrating it into the regular curriculum. It also serves to support staff in developing their own digital literacy skill set, and includes a section on upcoming professional development opportunities and new resources. The other teacher resource pages in my toolkit feature additional resources and tools to support my colleagues in teaching students the six components of digital literacy and how to efficiently, safely, and ethically use technology tools to support their learning. These pages also include resources to assist teachers in integrating technology tools into their daily lessons, and feature tips and tools to enable them to effectively facilitate student application of digital literacy skills. These pages include a variety of resources including ready to use lesson plans, videos, worksheets, slides, quizzes, games, applications and more, which can be used in the classroom or through online learning platforms.
Each webpage of teacher resources is organized using Padlet walls, as I felt this visual organization tool offered a variety of features that would support my vision for my website. As I began developing my website, I realized that I wanted to incorporate strong visuals to support both my colleagues and students in easily navigating the resources in my toolkit. Padlet helped me to achieve this, as it auto-selects and loads an image directly from the attachment's weblink. This worked really well for many of my resources, however, it also presented me with a variety of challenges. The most frustrating issue I had was when I tried to post a few links in Padlet and it loaded an irrelevant or blurred image. I spent some time researching how I could individually select an image, however I found that in order to do this I would need to separately load the desired image. While this was seemingly a small issue at first, I then realized that if I separately loaded an image, it would be the only image shown when users want to preview the resource. This was an unfortunate discovery, as the preview feature was one of my primary reasons for opting to integrate Padlet into my website. When the image is auto-selected from the weblink by Padlet, the preview function allows viewers to preview all of the resource's content, without being redirected to the weblink. I really appreciate this feature, as it allows users to quickly glance over the contents before they select which resource or tool they want to use. Thus, I decided to leave the auto-selected images, as I felt that previewing the content of the resources would be more beneficial for teachers looking for resources.
In addition to the visual and organizational features that Padlet offers, I decided to integrate Padlet into my website because it offers a collaborative aspect that I believe will be beneficial as it will enable my colleagues to contribute to the toolkit. This function will be incredibly easy for my colleagues to use, as they simply have to insert a weblink or upload a file to contribute. I also appreciate that I am able to moderate the contributions to ensure the content is appropriate and relevant. Additionally, colleagues will be able to give a star rating and comment on each of the resources featured on the Padlet wall, to help me assess the relevance, quality and usefulness of the resources I have provided. This feedback will be influential in helping me to further develop the toolkit.
In addition to using Padlet to present teacher resources within my website, I also decided to use Padlet walls to visually organize my collection of resources and tools for students. I felt that visual organization of the resources in my toolkit was important for elementary students, especially for supporting the needs of emergent learners, ELL students, and diverse learners. Originally, I was torn between using Padlet or Symbaloo as a visual support, but felt that Symbaloo might be the simplest option for organizing student tools, as well as the easiest for students to navigate. However, after much deliberation, I determined that Padlet was the best option, as it allows me to provide students with a brief description of the tool or resource, in addition to providing a visual support.
Through the provision of - and guided and exploratory use of the collection of resources and tools I have curated for students, I will be able to assist students in developing and applying digital literacy skills that they will be able transfer and apply to a variety of other contexts. Providing students with the opportunity to develop these skills is an important part of teacher-librarianship, as the Canadian Association for School Libraries (2006) states that "under the leadership of a teacher- librarian, working in collaboration with classroom teachers, students develop and practice the information literacy skills and habits of lifelong learners" (Asselin, et. al., p. 6). It is also the duty of teacher-librarians to "connect learners to a wide range of human and community resources as well as provide them with many creative and educational experiences" (Asselin, et. al., p. 7).
To support my goal of fostering student development of 21st-century learning skills, with a focus on digital literacy, I designed the student pages of the website to address the six characteristics of digital literacy established by the BC Digital Literacy Framework. I also referred to the MediaSmarts framework for digital literacy for grades four to six, as well as the International Society for Technology in Education student standards. While each of these resources have established six or seven characteristics of digital literacy, I decided to condense the digital literacy components on my website into four categories. Although all of the digital literacy components are interconnected, I felt that Critical Thinking, Problem Solving, and Decision Making outcomes could be addressed throughout the other categories. I also felt that Creativity and Innovation, and Communication and Collaboration could be grouped together to promote collaborative creativity. As a result, I came up with the following categories: Research and Planning, Digital Citizenship, Communicate, Collaborate and Create, and Technology Concepts. My intent for these pages is to provide students with easy access to resources and tools for developing their digital literacy skills, which they may utilize in conjunction with their teachers lessons and activities, as well as for self-directed exploration and discovery.
Thoughts and Considerations Moving Forward
As I continue to reflect on my journey over the past weeks, I recognize that achieving the goals I've established for my vision of teacher-librarianship and 21st-century learning will require more than simply sharing the website I designed to support my vision. It will also require that I actively promote, support and facilitate its use by my colleagues and their students. My plan moving forward is to contact administration and request to present the website and its resources to staff at an upcoming staff meeting. This initial presentation will be a brief introduction to my toolkit site and explanation of why digital literacy is critical to teaching and learning in the 21st-century. I will also give a brief overview of the website, the resources it includes for teachers and students, and how the website is laid out and organized for use.
To further promote the use of my toolkit and to begin facilitating its use by staff, I will also request to host a series of lunch-and-learns over the following weeks, via Google Meet, so both onsite and remote learning teachers can attend. During this series I will discuss digital literacy, why it's important for 21st-century learning and how I can support my colleagues in integrating components of digital literacy into their daily lessons through collaborative program planning and teaching, and through the use of my toolkit site. Additionally, I will offer to provide a virtual class orientation to teach students how to navigate the student section of my toolkit, how to select and use resources and tools for assignments, how to explore and use its tools independently, as well as how to login and access the licensed resources available through our district.
While my initial presentation will be critical in helping staff recognize my passion for digital literacy, which I believe is key to igniting a passion within others, I recognize that many staff may currently feel overwhelmed and may either forget the information provided at the staff meeting or may be reluctant to attend the lunch-and-learns. Thus, I will also send out an email newsletter, with an overview of the information provided at the staff meeting, reminding teachers that I would like to provide their class with a virtual orientation and I would love to see them at my upcoming lunch-and-learns, but they will be recorded for anyone who cannot attend. I will also be sure to promote my toolkit and my services to the school community via social media, as many of my colleagues and other members of the district regularly view these platforms.
Although I recognize that encouraging my colleagues to take on this initiative may present its challenges as I have mentioned, it is also critical to ensuring that our students develop the 21st-century learning skills they require to be successful. As a teacher-librarian, I am in a unique, yet qualified position to not only foster student digital literacy skills, but to support my colleagues as well so that they are better equipped to integrate components of digital literacy into their daily lessons and activities. As Johnson (2013) suggests in his book entitled The Indispensable Librarian: Surviving and Thriving in School Libraries in the Information Age, "too many classroom teachers still use computers only as electronic flash cards or worksheets, and neglect the productivity side of educational technology use" (p. 82). By offering to engage in cooperative program planning and teaching with my colleagues, I can begin to facilitate the successful integration of the digital literacy tools from my toolkit. Additionally, by providing my colleagues with a collection of professional development resources to further develop their knowledge and understanding of digital literacy in the elementary context, and by equipping them with the resources and tools they need to integrate technology into their practice and facilitating their use, I will be able to foster my colleagues' progression through multiple levels of the SAMR model. The SAMR model provides a method for identifying ways in which technology affects teaching and learning through four levels of progression. It is a particularly useful tool for teacher-librarians working to support their colleagues in elevating their practice in terms of technology use, as "adopters of educational technology often follow [the SAMR model] as they progress through teaching and learning with technology" (Gaudet, 2014). During several conversations with my colleagues, I learned that they primarily use technology in their classrooms as direct substitutions with occasional functional improvements, and are thus currently within the enhancement levels of Substitution and Augmentation according to the SAMR model. My aim moving forward is to support their progression to the Modification and Redefinition levels through both facilitated and self-directed use of the resources and tools available in my digital literacy toolkit site. It is my intention that through supporting my colleagues through this progression, I will be able to facilitate the continual development of digital literacy skills within the school community, ultimately working towards equipping staff and students with the skillset they require to teach, learn, and truly be successful in the 21st-century.
In addition to promoting, supporting, and facilitating the use of my digital literacy toolkit in effort to achieve my goals for my vision of the future, it will also be imperative that I actively maintain the website. In order to effectively maintain the website, I will need to regularly check the resources to ensure they are still active, available and freely accessible. I will also need to consult with my colleagues, as well as with our students, requesting feedback to assess which resources have been beneficial in supporting their learning needs, and which resources might not be serving their intended purposes. Furthermore, I will regularly engage with my professional learning networks and take part in professional learning opportunities to ensure that I am staying informed of the latest progressions in educational technology and to ensure my toolkit provides teachers and students with current and relevant resources. By taking these initiatives to maintain my toolkit, I will not only ensure that the resources on my website are relevant, up-to-date and ready for teacher and student use, but that I as an educator and teacher-librarian am maintaining a current level of awareness and knowledge in regards to digital literacy education.
Furthermore, by developing, maintaining, and facilitating the use of my digital literacy toolkit, I will effectively take the School Library Learning Commons to the next stage of progression in terms of several themes addressed within the Standards of Practice for School Library Learning Commons, as identified by the Canadian Library Association (2014). In particular, the standard of Fostering Literacies to Empower Life-Long Learners which addresses the themes of literacy leadership and digital literacy and citizenship.
Fostering Literacies to Empower Life-Long Learners. (Canadian Library Association, 2014).
Through my digital literacy toolkit, I hope to be able to effectively support the learning needs of my school community, by providing them with quality resources and tools to facilitate the development of digital literacy skills that can be applied to a variety of teaching and learning contexts and will ultimately serve to foster their success in the 21st-century.
Final Thoughts
As I reflect on my learning experience throughout our LIBE 477 course, particularly the last several weeks, I am overwhelmed and amazed by the vast amount of knowledge and many skills I have gained. I began this course with a limited understanding of ICT in regards to elementary education, and am finishing it with my own website, fully equipped with everything I need for elementary digital literacy education! There have been many takeaways for me throughout this course, many of which have been acquired though engaging in my own inquiry, as well as through the shared knowledge of my LIBE 477 peers. The professional learning networks we have participated in have been influential in helping me gain further understanding of the many themes and topics we have explored. These networks have also encouraged me to consider multiple perspectives and have equipped me with a variety of tools, strategies and resources that have already proven to be useful in my professional practice. I look forward to continuing to network in the future, and to using the knowledge and skills I have gained from LIBE 477 as I continue on in my teacher-librarianship journey.
References:
Asselin, M., Branch, J., & Oberg, D. (2006). Achieving Information Literacy: Standards for School Library Programs in Canada [Ebook]. Canadian Association for School Libraries. Retrieved 21 October 2020, from: http://accessola2.com/SLIC-Site/slic/ail110217.pdf.
BC Ministry of Education. BC’s Digital Literacy Framework [Ebook]. Government of British Columbia. Retrieved 20 September 2020, from https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teaching-tools/digital-literacy-framework.pdf
Canadian Library Association. (2014). Leading learning: Standards of practice for school library learning commons in Canada. Ottawa: ON. Retrieved from: http://accessola2.com/SLIC-Site/slic/llsop.pdf
Gaudet, E. (2014). SAMR Model - Technology Is Learning. Retrieved 28 October 2020, from https://sites.google.com/a/msad60.org/technology-is-learning/samr-model
International Society for Technology in Education. (2018). Crosswalk: Future Ready Librarians Framework and ISTE Standards for Educators [PDF]. ISTE. Retrieved 1 December 2020, from https://cdn.iste.org/www-root/Libraries/Documents%20%26%20Files/ISTEU%20Docs/iste-standards-e_frl-crosswalk_6-2018_v7-2.pdf?wv1MfDhoPKserxbH7V1mM6CJT39klO3F=&_ga=2.182913327.84849638.1606847321-1695053320.1604690577.
International Society for Education in Technology. (2016). I am a digital age learner. Iste.org. Retrieved 20 November 2020, from https://www.iste.org/explore/ISTE-Standards-in-Action/Free-classroom-poster%3A-I-am-a-digital-age-learner.
ISTE. (2020). ISTE Annual Reports | ISTE. Iste.org. Retrieved 3 December 2020, from https://www.iste.org/about/iste-story/annual-report.
Johnson, D. (2013). The Indispensable Librarian: Surviving and Thriving in School Libraries in the Information Age (2nd ed.). Santa Barbara, CA: Linworth.
Johnson, D. (2019). The School Librarian: Your Ultimate Digital Resource - Educational Leadership. Ascd.org. Retrieved 3 December 2020, from http://www.ascd.org/publications/educational-leadership/feb19/vol76/num05/The-School-Librarian@-Your-Ultimate-Digital-Resource.aspx.
MediaSmarts. (2020). Awards & Recognitions. MediaSmarts. Retrieved 3 December 2020, from https://mediasmarts.ca/about-us/awards-recognitions.
Morris, W. (2018). Why it is important to be Digitally Literate in the 21st Century [Blog]. Retrieved 3 December 2020, from https://medium.com/literate-schools/why-it-is-important-to-be-digitally-literate-in-the-21st-century-583000ac8fc0.
National Council of Teachers of English. (2019). Definition of Literacy in a Digital Age - NCTE. NCTE. Retrieved 3 December 2020, from https://ncte.org/statement/nctes-definition-literacy-digital-age/.
Personal Communication. (2020). Needs Assessment Interview [In person]. Elk Island Public Schools.
Richardson, Will (2012). Why School? How Education Must Change When Learning and Information are Everywhere [eBook edition]. Ted Conferences.
Holy moly! Laura I am in awe of your tremendous accomplishment here. You should be so proud of the amazing work in bringing this together. The care and dedication you have put into this project is inspiring. I will be bookmarking your site for future reference for sure! I really appreciate how you have attributed the thinking behind all of the tools to bring a wealth of understanding of why we are teaching these skills. Way to go!
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