LIBE 477: Inquiry Blog 1: Fostering a School Reading Culture

     As an elementary teacher and an aspiring teacher-librarian, one of my goals is to foster life-long reading habits and an enjoyment of reading for all my students. Working as a teacher in various schools and as a substitute teacher over the years, I've stepped foot in many different elementary schools and have witnessed both schools which promote and foster a love and enjoyment of reading, as well as schools with a primary focus on increasing student reading levels and literacy scores by the end of the school year, with little emphasis on a love of reading. 

    Reflecting on my first year of teaching as a Grade One teacher, I recall the great amount of emphasis placed on reading scores and the requirement of teachers at my school to utilize Accelerated Reader to encourage students to further improve their reading levels. While some of my students found the Accelerated Reader program and the Star Reading tests to be motivating, I could tell others found it frustrating and discouraging. On their website, Renaissance suggests that teachers can "motivate, monitor, and manage students' independent reading practice with Accelerated Reader and watch as students develop a true love for reading."  However, in my experience, while some of my students thoroughly enjoyed the choices provided by the program, the corresponding quizzes and the opportunity to move up a level, other students became frustrated with having to complete a quiz after each book they read, when they became "stuck" on a level, or did not progress as quickly as their peers. 

    Since my first year of teaching, I have not used the Accelerated Reader program and have instead looked for other ways to help my students develop their reading skills and a love of reading. Several years ago, on our first class trip to the library, I recall instructing my Grade Three students to select one book at their reading level, and one book of choice. At the time I felt that this was the ideal compromise between ensuring my students were reading at the appropriate level and ensuring they had some choice and opportunity for enjoyment. However since that time I've found myself reflecting on whether this was best practice, and how I could adjust my approach to truly help my students develop a love for reading.

Student Choice:

 "[Students] have to learn their own processes for selecting books, and if we keep narrowing the choices by artificial constraints, we aren't giving them that chance"
- Betty Carter

(Parrot, 2017, para. 25).

Providing students with opportunities to exercise independence in selecting reading materials has been critical to fostering a positive reading culture in my classrooms. As Pernille Ripp, creator of Global Read Aloud suggests, "research says that students should spend most of their time in 'just right' or 'at their level' books, but that research does not say to limit students and what they would like to read" (Parrot, 2017, para. 6). I believe that giving students the opportunity to self-select their reading materials in my class contributes to a positive school reading culture and nurtures lifelong reading habits that students will carry with them throughout their lives. I also believe that teachers and teacher-librarians should be "pragmatic and flexible in their approach when providing reading materials to users, supporting the individual preferences of readers, and acknowledge their individual rights to choose what they want to read" (Schultz-Jones, & Oberg (Eds.), 2015, p. 39).

    Although I've since eliminated the rule of selecting one book at reading level when I take my students to the library, I've also come to realize that in order to truly provide my students with autonomy when selecting books and to foster their love of reading, I must equip them with skills and strategies for self-selecting texts. One strategy I have used with my students in the past is the "I Pick" model:

Figure 1. I PICK (The Wonder Room, 2017).

While this strategy has been useful for my elementary students in our classroom and when we go to the school library, as an aspiring teacher-librarian, I am looking forward to implementing other practices in my library program to foster student choice and a reading culture and community that extends beyond the walls of the school.  

Strategies for Fostering a School Reading Culture and Community:

    As an educator, I believe that all students have the potential to develop lifelong reading habits and that part of our quest is to help them tap into that potential by fostering a school reading culture that centres around the enjoyment of reading. From my research, I found the following strategies for fostering a school reading culture and community.

1. Showcase Books EVERYWHERE!:

    One strategy I really appreciated from the article 25 Ways to Build Your Schools Reading Culture is to leave reminders about books everywhere. Barrett (2019) suggests that "whether it's on your classroom bulletin board, or in the hallway, or even on the wall clock, dropping not-so subtle hints about great books students' attention" (para. 3). Bulletin boards near the entrance of the school with a display of both staff and student book recommendations and a request for additional suggestions not only provides students with a list of potential reading materials but also communicates to parents and other visitors that we are a reading community that includes and welcomes everyone. As teacher-librarians we can also promote books to both staff and students through newsletters, email, social media, the school website and library website.

    

Figure 2. Book Clock. (We Are Teachers, 2017).

2. Host Book Tastings, Book Talks and Book Clubs:

    During my experience as a substitute teacher, I recall witnessing a teacher-librarian host a "book tasting." She explained that throughout the year she collaborates with grade teams and students to determine themes and topics of interest for book tasting events. She then compiles collections of books centred on the themes and interests and displays them on the library tables. Teachers then bring their students to explore the collections to broaden their reading horizons and to get a "taste" of the various books available. 

    Book Talks and Book Clubs are another great strategy for exposing students to a variety of new books and for cultivating a school reading culture. Teacher-librarians may host book talks, introducing students to new texts, but they can also be led by the students themselves. By facilitating student participation in student-led book talks, we can encourage students can share their interests and provide suggestions that may speak to their peers interests in ways that teachers or other adults have not, and perhaps cannot. Through student-led book talks, students can connect with one another and even draw in reluctant readers, further building a reading community that is meaningful to them. As Miller (2013) states in her book Reading in the Wild: The Book Whisperer's Keys to Cultivating Lifelong Reading Habits, "reading communities benefit avid readers and less motivated readers by providing a reading home that supports all readers no matter where they are on the path to wild reading (p. 97).

3. Highlight and Celebrate Literary Holidays and Host Literacy Events:

   Another great strategy for promoting a school reading culture is to celebrate related holidays and to host a variety of literacy events throughout the year. Some of these events include Read In Week, Global Read Aloud, International Dot Day, March Book Madness and more. Other activities may include public library visits, speech competitions, education week, and more. Book Glow provides a month-to-month list of notable literary holidays that teacher-librarians can celebrate with their students.

Figure 3. The Global Read Aloud. (The Global Read Aloud, 2020).

4. Collaborate! Collaborate! Collaborate!: 

    In order to cultivate a school reading culture, everyone must be involved. We can collaborate with our colleagues, support staff, administrators and members of the community to develop reading community that extends beyond the walls of the school. For example, collaborating with the principal to have them conduct a read aloud with a different class each a week is a fantastic way to promote a positive reading culture to our students. Another initiative could be having staff from the public library come in regularly to host book talks. This would be a great opportunity to expose the students, as well as ourselves, to a variety of new books, while also introducing the students to other professionals who share our passion for literacy. Collaboration with other libraries further extends the reading community for our students, while also providing an opportunity to further improve the school library program. IFLA suggests that teacher-librarians should “liaise with other library groups within the broader community, including public libraries and library associations. In order to improve library services for children and young persons in a given community, school libraries and public libraries should endeavor to cooperate” (Schultz-Jones, & Oberg (Eds.), 2015, p. 29).

5. Author Visits:

    Hosting author visits is another great method for building a reading culture in our school communities. Barrett (2019) argues that that connecting students with authors provides a powerful opportunity "for kids to realize that books are created by real people" (para. 16). While author visits can be expensive, and are currently more difficult to organize due to Covid-19, Kate Messner provides a list of authors who are willing to host virtual visits free of charge in her blog post Authors Who Skype with Classes & Book Clubs (For Free).

6. Promote Diversity: 

    Introducing students to a variety of diverse reading materials is an important aspect of fostering a school reading culture. It is important that our students see themselves reflected the books they read. Not only should we as teacher-librarians ensure the library collection includes a variety of texts which reflect the diverse backgrounds and perspectives of all students, but we should promote these books as well. Through newsletters, displays, literature circles, book talks, reading clubs etc. we can increase student exposure to diverse texts not only so that students may encounter books they identify with, but also because "books featuring characters with different cultural experiences from their own can educate... readers and build empathy" (Ishizuka, 2018, p. 29). By promoting a diverse collection of books we can further develop a school reading culture that is inclusive of all students. 

References:

Accelerated Reader - Explore | Renaissance. Renaissance. (2020). Retrieved 9 October 2020, from 

            https://www.renaissance.com/products/accelerated-reader/explore/.

Barrett, L. (2020). 25 Ways to Build Your School’s Reading Culture [Blog]. Retrieved 9 October 2020,    

            from:  https://www.weareteachers.com/build-reading-culture/.

Book Glow. (2017). Month-By-Month Literary Holiday Calendar. (2017). [Blog]. Retrieved 9 October 

            2020, from: http://www.bookglow.net/month-by-month-literary-holiday-calendar/.

Ishizuka, K. (2018). Can diverse books save us? School Library Journal. Retrieved from: http://web.b.ebscohost.com.ezproxy.library.ubc.ca/ehost/pdfviewer/pdfviewer?vid=2&si

            =1ffc18c5-780a-4460-b823-a172ca4c7b11%40sessionmgr101

Messner, K. (2009). Authors Who Skype with Classes & Book Clubs (for free!) [Blog]. Retrieved 9 October 2020, from: https://katemessner.com/authors-who-skype-with-classes-book-clubs-for-free/.

Miller, D. (2013). Reading in the Wild: The Book Whisperer's Keys to Cultivating Lifelong
    Reading Habits. Retrieved from: https://ebookcentral.proquest.com/lib/ubc/reader.action?                                                                  docID=1495624&ppg=119&tm=1503865945744

Parrott, K. (2017). Thinking Outside the Bin: Why labeling books by reading level disempowers
young readers. School Library Journal. Retrieved from:
https://www.slj.com/?detailStory=thinking-outside-the-bin-why-labeling-books-by-
Reading-level-disempowers-young-readers

Reynolds, P. (2020). International Dot Day. Thedotclub.org. Retrieved 9 October 2020, from http://www.thedotclub.org/dotday/.

Ripp, P. (2020). The Global Read Aloud. The Global Read Aloud. Retrieved 9 October 2020, from https://theglobalreadaloud.com/.

Schultz-Jones, B., & Oberg, D. (Eds.) (2015). School library guidelines (2nd revised edition). 

            International Federation of Library Associations and Institutions. Retrieved from: https://www.ifla.org/files/assets/school-libraries-resource-centers/publications/ifla-school-library-guidelines.pdf

The Global Read Aloud. (2020). The Global Read Aloud [Image]. Retrieved 9 October 2020, from https://theglobalreadaloud.com/merchandise/.

The Wonder Room. (2017). I PICK [Image]. Retrieved 9 October 2020, from https://www.teacherspayteachers.com/FreeDownload/I-Pick-Strategy-Poster-Just-Right-Book-Good-Fit-Book-IPick-Poster-FREE-3325132.

We Are Teachers. (2017). Book Clock [Image]. Retrieved 9 October 2020, from https://www.weareteachers.com/build-reading-culture/.

    

LIBE 477: Reading Review: Part C: Reflecting on my Research Experience

    Reflecting back on my first blog post, Part A: Exploring Keywords, I had identified the following keywords and topics for my initial exploration:

• Digital Literacy
• Internet Safety
• Media Literacy
• Evaluation and Critique of Online Resources
• Personal Learning Networks
• Social Media Connections

    As I began searching for sources related to these keywords and topics, I soon came to realize the vast scope of the topics I had selected. I quickly found many articles and resources pertaining to digital literacy, as this was the first topic I began researching. As I read through these resources, I began to develop a better grasp on how the topics I selected are interconnected and fall under the umbrellas of digital and media literacy.  

Figure 1. The Intersection of Digital and Media Literacy. (MediaSmarts, n.d.).

    As I researched digital literacy, I found a variety of relevant resources that relate to the six components of digital literacy as outlined by BC's Digital Literacy Framework. These resources explored topics such as digital citizenship, online safety, social media in the classroom, online and remote learning, personal learning networks, fact checking and evaluating information and resources. As I explored media literacy, I began to see its correlation with digital literacy, as they both require critical thinking skills in order to locate, analyze and evaluate information in multiple formats. I found multiple resources which explored topics of media literacy such as fake news, fact checking, media bias and how to safely and effectively search the internet. Many of these resources also offered practical suggestions for educators on how to incorporate these topics into daily lessons and activities, along with how they can be aligned with curricular objectives. For example, this blog post from the International Society for Technology in Education (ISTE) entitled 4 ways to teach students to find the gems in YouTube's perilous terrain, provides educators with suggestions for how to teach students to critically analyze and evaluate information found on YouTube. In addition to providing strategies for incorporating these topics into classroom activities, many of the resources provided helpful, ready to use guides, tools and models such as the ISTE Media Literacy infographic and the BAT Inquiry model I shared in my last post Reading Review: Part B: Exploring Digital Literacy and Media Literacy.

    As I conducted my research, I found that many of the articles began their discussion by providing a definition of digital literacy (or media literacy) and what it entails, along with a list or description of general outcomes for each literacy. Some of the resources went more in-depth to provide additional information on why digital and media literacy are relevant topics in todays classrooms and why we as educators must ensure our students develop these literacies. For example, in her blog post entitled 7 Reasons Why Digital Literacy is Important for Teachers, Leah Anne Levy discusses how the definition of digital literacy has shifted over recent years and suggests seven reasons why it is crucial that teachers develop and employ digital literacy skills themselves and foster the development of these skills amongst their students. Although not all of the resources I found discussed why these topics are relevant for educators, the majority offered practical suggestions for how educators can incorporate these literacies into classroom learning. For example, BC's Digital Literacy Framework offers suggestions for relevant classroom activities by grade level, with specific ties to the BC core competencies. ISTE offers resources such as infographics, models and strategies for students (ex. SEARCH), links to sites for student practice (Top 10 sites to help students check their facts), as well as blogs and articles for educators which highlight current trends and issues in digital and media literacy. The book Best Practices in Teaching Digital Literacies acknowledges current challenges in teaching digital literacy in elementary and introduces the BAT model to support educators in learning how to effectively model the information seeking process. It also addresses a gap in how most other models depict the search process, especially in regards to student preparation to begin research, and explains how educators can bridge the gap with the BAT model. Other resources discuss how digital citizenship and media literacy are relevant both in and out of school, while others encourage readers to consider and reflect on how these topics affect our students learning, their personal lives and their readiness for the future. 

    Although I was quickly able to find a wealth of information on digital and media literacy as they relate to education, I found that most of the resources pertained to secondary education, especially when I researched it in relation to online or remote learning. I had to refine my search and dig deeper to find applicable resources specific to elementary education. Another challenge I encountered was in relation to the number of print resources I found when conducting a search through the UBC library database. Due to Covid-19 many of these print resources are currently inaccessible as some of the libraries are currently closed. Also, since I am out of province, it is more challenging to acquire access to these print resources. This was quite unfortunate, as based on the abstracts I read there were several books that appeared to be quite relevant to my topics of interest, such as the book Personal learning networks: using the power of connections to transform education by Will Richardson.

    Prior to conducting my research for this assignment, the topics of digital literacy and media literacy and how to foster student development of these literacies during this unique season of time seemed overwhelming, especially with the wide array of subtopics involved with each literacy. Initially I had difficulty wrapping my mind around what each of these literacies entails, how they interconnect, and the many ways they are relevant to elementary students both in and out of the classroom environment. I struggled to identify clear ways in which I might provide support to my colleagues and their students in the development of these literacies. I also lacked an understanding of how these literacies relate to curricular objectives and competencies and how I might integrate them into daily class activities and projects. Through this research initiative, I have gained the following understandings:

• I have a clear understanding of the definition of digital literacy, the six components of digital literacy and why digital literacy is necessary for student success in the 21st-century.
• I have developed an understanding of the BC Digital Literacy Framework, how to implement it and how it aligns with the competencies of the BC curriculum and the competencies outlined by Alberta Education.
• I have developed an understanding of media literacy, how it relates to digital literacy and why it is relevant and imperative to student success, especially in the digital age.
• I have developed an understanding of the ways in which technology and media affect student learning in and out of the classroom, and the implications they have on students personal lives.

    In addition to these understandings, I have become familiar with a variety of strategies, tools, models, guides and resources to support student development of digital and media literacy skills. I learned methods for introducing students to social media in ways that are relevant to curriculum as well as to students personal lives, while also focusing on key skills involved in digital citizenship and media literacy. I learned about online resources such as CyberCivics and Privacy Playground, which can help students further practice and develop media literacy skills. I also learned about other online resources such as Storybird and Schoology through which my students can practice digital citizenship skills while engaging in other areas of the curriculum, such as story writing for language arts. A tool I am looking forward to teaching my students to use is the SEARCH acronym as I described in my previous post, as it teaches students how to locate, analyze and evaluate information online. Additionally, I am looking forward to using the BAT model, which I also discussed in my previous post, to facilitate the development of digital literacy for elementary aged students. As I began my research I was keen to find a way to incorporate inquiry based activities for elementary students into my strategies for fostering digital and media literacy and through my exploration I discovered the BAT model, which does exactly that! I also became familiar on ways to stay up-to-date as an educator, through subscribing to education blogs, by following other educators and librarians on social media and by participating in a personal learning network. 

    Ultimately, through engaging in this research process, I have developed a clear understanding of digital literacy and media literacy and how I as an educator and teacher-librarian can support my colleagues and students in developing these literacies to ensure our students are safe, efficient and ethical users of technology both in the physical and virtual classroom, as well as in their personal lives.

Bibliography:

Alberta Government. (2013). Learning and Technology Policy Framework [Ebook]. Retrieved 22 September 2020, from https://education.alberta.ca/media/1045/ltpf-quick-guide-web.pdf.

Alberta Regional Consortia. (2016). COMPREHENSIVE LITERACY GUIDES: GRADES K-6 [Ebook]. Retrieved 24 September 2020, from https://arpdcresources.ca/wp-content/uploads/2017/03/Digital-Lit-2017.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.

Core Competencies | Building Student Success - BC's New Curriculum. Curriculum.gov.bc.ca. Retrieved 25 September 2020, from https://curriculum.gov.bc.ca/competencies.

Curous, A., & Hildebrandt, K. (2018). How do we teach students to identify fake news?. Edcan Network. Retrieved 23 September 2020, from https://www.edcan.ca/articles/teach-students-identify-fake-news/.

Cybercivics.com. (2020). Retrieved 28 September 2020, from https://www.cybercivics.com/.

Digital & Media Literacy Fundamentals. MediaSmarts. (2020). Retrieved 1 October 2020, from https://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-fundamentals.

Green, N. (2019). Teaching #MediaLit and #DigCit? Start with social media [Blog]. Retrieved 25 September 2020, from https://www.iste.org/explore/digital-and-media-literacy/Teaching-%23MediaLit-and-%23DigCit%3F-Start-with-social-media.

Henry, J., & Meadows, J. (2008). An absolutely riveting online course: Nine principles for excellence in web-based teaching. Canadian Journal Of Learning And Technology / La Revue Canadienne De L’Apprentissage Et De La Technologie, 34(1). https://doi.org/10.21432/t20c7f

Hertz, M. (2011). Teaching Digital Citizenship in the Elementary Classroom [Blog]. Retrieved 17 September 2020, from https://www.edutopia.org/blog/digital-citizenship-mary-beth-hertz.

International Society for Technology in Education. (2017). Today's News: Real or Fake? [Image]. Retrieved 1 October 2020, from https://info.iste.org/hubfs/Downloads/Media%20Literacy_Real%20News%20Infographic_10_2017.pdf?_ga=2.201320302.1342000101.1601052211-514147172.1601052211.

Krueger, N. (2017). How podcasts are making students better researchers [Blog]. Retrieved 21 September 2020, from https://www.iste.org/explore/Digital-and-media-literacy/How-podcasts-are-making-students-better-researchers.

Lagarde, J. (2019). Teaching fact vs. fiction when seeing is no longer believing [Blog]. Retrieved 25 September 2020, from https://www.iste.org/explore/digital-and-media-literacy/Teaching%20fact%20vs.%20fiction%20when%20seeing%20is%20no%20longer%20believing.

Lim, J. (2020). 6 Characteristics of BC's Digital Literacy Framework [Image]. Retrieved 24 September 2020, from 
https://scarfedigitalsandbox.teach.educ.ubc.ca/the-bc-digital-literacy-framework/.

Levy, L. (2018). 7 Reasons Why Digital Literacy is Important for Teachers [Blog]. Retrieved 21 September 2020, from https://rossieronline.usc.edu/blog/teacher-digital-literacy/.

McCord, S. (2015). Digital Literacy in the Classroom: Teachers’ Attitudes towards Technology and the Language Curriculum. Toronto: University of Toronto. Retrieved from https://tspace.library.utoronto.ca/bitstream/1807/72246/1/McCord_Samantha_S_201606_MT_MTRP.pdf

MediaSmarts. (2020). The Intersection of Digital and Media Literacy. Retrieved 1 October 2020, from https://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-fundamentals/intersection-digital-media-literacy.

MediaSmarts. The Intersection of Digital and Media Literacy [Image]. Retrieved 2 October 2020, from https://mediasmarts.ca/digital-media-literacy/general-information/digital-media-literacy-fundamentals/intersection-digital-media-literacy.

MediaSmarts. (2015). Mapping Digital Literacy Policy and Practice in the Canadian Education Landscape [Ebook]. Retrieved 21 September 2020, from https://mediasmarts.ca/sites/mediasmarts/files/publication-report/full/mapping-digital-literacy.pdf.

MediaSmarts. (2020). Privacy Playground: The First Adventure of the Three CyberPigs. Retrieved 24 September 2020, from https://mediasmarts.ca/game/privacy-playground-first-adventure-three-cyberpigs.

Nesset, V., & McVee, M. (2018). The Beginning, Acting, Telling (Bat) Model: A Visual Framework for Teaching Digital Literacy through Inquiry and Information Seeking. In E. Ortlieb, E. Cheek, Jr. & P. Semingson, Best Practices in Teaching Digital Literacies. Emerald Publishing Limited. Retrieved 22 September 2020, from https://www-emerald-com.ezproxy.library.ubc.ca/insight/publication/doi/10.1108/S2048-0458201809.

Nesset, V., & McVee, M. (2018). BAT Model [Image]. Retrieved 25 September 2020, from https://www-emerald-com.ezproxy.library.ubc.ca/insight/proxy/img?link=/resource/id/urn:emeraldgroup.com:asset:id:article:10_1108_S2048-
045820180000009012/urn:emeraldgroup.com:asset:id:binary:S2048-045820180000009012-F14-001.jpg.

Pilgrim, J. (2018). Media literacy starts with SEARCHing the internet [Blog]. Retrieved 1 October 2020, from https://www.iste.org/explore/Digital-and-media-literacy/Media-literacy-starts-with-SEARCHing-the-internet.

Schoology. (2020). Learning Management System | LMS | Schoology. Retrieved 2 October 2020, from https://www.schoology.com/.

Smith, A. (2017). 4 ways to teach students to find the gems in YouTube's perilous terrain [Blog]. Retrieved 25 September 2020, from https://www.iste.org/explore/Digital-and-media-literacy/4-ways-to-teach-students-to-find-the-gems-in-YouTube%27s-perilous-terrain.

Snelling, J. (2020). Top 10 sites to help students check their facts [Blog]. Retrieved 23 September 2020, from https://www.iste.org/explore/Digital-and-media-literacy/Top-10-sites-to-help-students-check-their-facts.

Storybird - Read, write, discover, and share the books you'll always remember.. Storybird. (2020). Retrieved 2 October 2020, from https://www.storybird.com/.

The BC Digital Literacy Framework | Scarfe Digital Sandbox. Scarfedigitalsandbox.teach.educ.ubc.ca. (2020). Retrieved 20 September 2020, from https://scarfedigitalsandbox.teach.educ.ubc.ca/the-bc-digital-literacy-framework/.

LIBE 467: Theme One: Providing Reference Services in the Digital Age

A Theme One Reflection:  

    As the month of September is coming to an end and we begin to wrap up the first theme in LIBE 467, I have been reflecting upon our course readings, class discussions and the many things I have learned. Over the past few weeks I have learned about school library reference services, the reference process and my role as a teacher-librarian in providing reference services through the provision of information and bibliographic instruction. Providing reference services as an elementary teacher-librarian in the digital age means the ways in which we provide this information to students as well as the ways in which we teach our students to locate, analyze and synthesize information is dramatically changing. As teacher-librarians we must carefully consider many factors when selecting, acquiring and evaluating resources to meet our students needs. It is also crucial, now more than ever, that we equip our students with the information literacy skills they require to successfully locate, evaluate and use information in a variety of formats to meet their information needs. 

    As teacher-librarians, two of our duties include the provision of reference services and maintenance of the reference collection. However, with the introduction of the internet, along with rapid developments in technology in the 21st-century, the composition of reference collections in elementary school libraries looks much different now than it did 20+ years ago when I was an elementary student learning to write my first report. Nowadays, rather than just a simple shelf with a collection of print dictionaries, encyclopedias, atlases etc., many school libraries are now providing digital resources either as a replacement or as an addition to their print reference collection. With such a wide variety of print and digital resources now available, teacher-librarians now have a number of factors to consider when selecting and deselecting reference materials for their collection. 

    As we learned in the readings from module 3, there are seven main criteria to consider when evaluating a reference resource:

1. Content Scope
2. Accuracy, Authority, and Bias
3. Arrangement and Presentation
4. Relation to Similar Works
5. Timeliness and Permanence
6. Accessibility/Diversity
7. Cost

(Riedling & Houston, 2019, p. 24-25).

The ways in which we consider each of the criteria listed above depends on whether we are evaluating a print or digital reference resource. Accordingly, whether we select either print or digital resources for our collection is also dependent upon the above criteria. 

Figure 1. Girl using computer. (Spratt, 2020)

    Over the past few weeks I have found myself pondering whether elementary school libraries in the 21st-century should invest in print reference materials, digital reference materials, or try to invest in and  maintain both? This question first came to mind while I was reading Reference Skills for the School Librarian: Tools and Tips, in which Riedling and Houston (2019) state that "at the elementary level, reference instruction continues to use print sources because of the difficulty young children experience in navigating the Internet" (para. 6, p. 25). At first I was somewhat perturbed by this statement, because although I agree that young children do experience difficulty in navigating the internet, one of our roles as teacher-librarians is to facilitate student development of information and digital literacy skills to enable them to "locate, evaluate and use information in a variety of formats to meet their information needs" (Riedling & Houston, 2019, para. 5, p. 6). Thus, in order for our students to become information literate, they must have opportunities to engage with information in a variety of formats, including online, digital formats. 

Figure 2. World Book Kids. (World Book, 2020)

    This topic came up for me again a few days later when I conversing with a teacher-librarian from a local elementary school. She explained to me that she is currently in the process of phasing out the print materials from the reference collection. According to her, the high cost of print materials, along with the frequent need to update them, makes maintaining a print collection of reference materials a nearly impossible task when on a limited budget. She also noted that with the low cost of subscriptions to online reference databases such as World Book Online Kids (approximately $1.00 per student) students are able to access regularly updated, verified, multimodal forms of information. While she confirmed that younger students do experience some struggles with navigating online information, she explained that she begins reference instruction by teaching students how to navigate a few select kid-friendly websites and databases before teaching them the skills required to use more sophisticated search interfaces. 

    As we learned in module 1, the key evolutions of reference resources as they become more digital has lead to many benefits, as well as drawbacks. Some of the benefits we explored include increased speed of access, increase in amount of information available, increase in access to free material, increase in technology in schools and increased comfort with use of technology compared to previous generations. Another advantage that I have recently witnessed myself, is remote access through subscription logins, which has been a huge benefit to those who are currently engaging in remote learning due to Covid-19. Additionally, digital reference resources have increased access to information for all, through various formats which go beyond the limitations of print materials. As Riedling and Houston (2019) suggest, "reference resources must be accessible to the entire student population regardless of linguistic or physical limitations" (para. 4, p. 24). However, although digital resources produce many benefits, they also have drawbacks to consider. For example, although students may feel comfortable using a computer, most students still lack the skills to find and identify the best information available. Since digital materials can vary in quality, students must develop the skills to analyze, critique and evaluate information. Another consideration is that the increase in availability of free materials may lead to budget cuts for the school libraries along with the assumption that libraries are no longer necessary. 

    As I have yet to obtain employment as a teacher-librarian or work in a library, I have been imagining what my future school library reference collection will look like. I believe digital reference resources have a lot to offer an elementary school library. One appealing factor of digital reference materials is that some can provide modes of access to information not available through print materials, such as "read aloud" commands which reads the text aloud to students. Other formats available digitally include videos and podcasts which allow students to see and/or hear information, a major benefiting factor for ELL students for example. Additionally, many school libraries have a library website which includes links to subscription databases as well as links to popular, credible websites that have been vetted by the teacher-librarian. I must admit, I am very much looking forward to developing a website that will assist my students and colleagues in finding and accessing the best information available. In addition to having a variety of digital resources in my future reference collection, I also believe that print reference materials should be included, as they are still relevant in elementary school libraries. Personally, I love the hands on experience I engage in when using print materials. I love using bookmarks and sticky notes to take note of specific information, and being able to quickly flip back to find the right page. I also believe that it is important for our students to develop the skills necessary to navigate print reference materials such as dictionaries, encyclopedias and thesauruses as it teaches them the basics of navigating sequences such as alphabetical and chronological order. Additionally, as we learned in module 4, print encyclopedias work as a "basic building block to information gathering" and "the predictable layout of entries and the formal and structured arrangement of most of these print references allow for students to focus on a limited amount of information that will give them the background that they require to dig deeper into a topic" (UBC, 2020, Module 4, para. 8). 

    Ultimately, I believe that finding a balance of both print and digital reference resources in the reference collection is the best means of providing reference services and instruction in an elementary library. As stated in Achieving Information Literacy: Standards for School Library Programs in Canada, "the collection is to reflect an appropriate balance of print, non-print and electronic and digital resources" (2006, para. 3, p. 24). However, with so many factors to consider when evaluating and selecting new resources as I mentioned above, I imagine it will be a challenge to find the right balance. Considering Riedling and Houston's guidelines on timeliness and permanence alone (most reference materials are outdated within five years), I also imagine it is a struggle to maintain an adequate collection of up-to-date print and digital materials without a very healthy library budget, which is unfortunately not the case for many school libraries. As a teacher-librarian I will need to weigh the costs on print vs. digital materials, while also considering the quality of each in terms of arrangement and presentation, accessibility and diversity, as well as in terms of content and accuracy. Another factor to consider is that "as print and electronic reference collections grow in size and format, they must be continually assessed to determine their relevance, utility and appropriateness to patrons" (American Library Association, 2007, "4.0 Measuring and assessing reference resources", para. 1). I recognize that considering all these factors will be a challenge, however, we also learned from Riedling and Houston (2019) that the selection of new materials should be a collaborative initiative; "above all, collaboration with teachers on assignments using information resources is crucial for continuous improvement in developing an effective reference collection (para. 3, p. 20). By including my colleagues in the selection process, I am ensuring that the materials selected for purchase are relevant, appropriate and will be useful for students information needs. 

Concluding thoughts...

    Although we learned that a mix of print and digital references resources is essential, the reality is that many school libraries do not meet the "acceptable" or "exemplary" standards identified in Achieving Information Literacy: Standards for School Library Programs in Canada due to restricting factors such as limited budget. Thus it is essential that we as teacher-librarians carefully evaluate reference resources for selection and that we do our best to facilitate the development of student information literacy skills, to enable our students to ask the “right” questions and to locate, analyze and use the best information we have access to. As suggested in module 4, "perhaps, what information students find is less important than how they find and apply it" (UBC, 2020, Module 4, para. 3). 

References:

American Library Association. (2007). Measuring and Assessing Reference Services and Resources: A
    Guide. Reference & User Services Association (RUSA). Retrieved 27 September 2020,
    from: http://www.ala.org/rusa/sections/rss/rsssection/rsscomm/evaluationofref/measrefguide

Canadian Association for School Libraries. (2006). Achieving information literacy: Standards for school         library programs in Canada. Retrieved from: http://accessola2.com/SLIC-Site/slic/ail110217.pdf

Riedling, A., & Houston, C. (2019). Reference skills for the school librarian: tools and tips (4th ed.).
    Libraries Unlimited.

Spratt, A. (2020). Girl using computer [Image]. Retrieved 27 September, 2020,
    from: https://unsplash.com/photos/4-4WPFLVhAY

UBC. (2020). Module 4: Print and/or electronic reference materials [Canvas]. Retrieved from UBC LIBE
    467. Canvas site. 

World Book. (2020). World Book Kids Online [Image]. Retrieved 28 September 2020, from: 
    https://www.worldbook.com/resize/Shared/Images/Product/World-Book-Kids/kids.jpg?
    bw=575&w=575 

LIBE 477: Reading Review: Part B: Exploring Digital Literacy and Media Literacy

    As I began searching for sources related to the keywords and topics I had identified in my previous post, I also began to realize the vast scope of the topics I had selected, and the need to narrow down the focus of my research. In Part A: Exploring Keywords, I had identified the following keywords and topics for my initial exploration:

• Digital Literacy
• Internet Safety
• Media Literacy
• Evaluation and Critique of Online Resources
• Personal Learning Networks
• Social Media Connections

    After spending what was supposed to be a 1-2 hour search for resources (it turned into 4-5 very quickly!) I now have a much clearer understanding of these topics and their relation to student learning in the 21st-century. Although I learned that all of these topics are very much interconnected, I have selected several resources which I found to be critical to the development of my understanding of the topics of Digital Literacy and Media Literacy, and how as I as a teacher-librarian can support my elementary school colleagues and their students in the development of theses literacies.

BC's Digital Literacy Framework

Figure 1. 6 Characteristics of BC's Digital Literacy Framework. (Lim, 2020).

    I found this document to be exceptionally beneficial to my understanding of the components of digital literacy and how to integrate digital literacy activities into classroom practice. At the beginning of the document, a clear definition of digital literacy is stated, as provided by the BC Ministry of Education: the interest, attitude and ability of individuals to appropriately use digital technology and communication tools to access, manage, integrate, analyze and evaluate information, construct new knowledge, create and communicate with others. (BC Ministry of Education, n.d.)

    This definition clearly aligns with my objective of helping students achieve the 21st-century knowledge and skills they require to effectively, safely and ethically utilize technology to support learning outcomes and objectives, thus reinforcing my need for further research on the topic of digital literacy and how I can foster student development of this literacy. The framework itself is composed of 6 components which highlight and further break down the specific knowledge and skills our students require to be successful in today's technological world. It even provides a breakdown of the age range at which each of these outcomes are ideally achieved, how they relate to the BC competencies and suggestions for classroom activities. Although I am currently teaching in Alberta and the BC competencies differ from those outlined by Alberta Education, there is clear overlap between the two, making it simple to adapt this framework to align with the Alberta competencies. Although Alberta has a Learning and Technology Policy Framework, which touches on digital literacy, I found the BC Digital Literacy Framework to be much more practical and specific to digital literacy with clear guidelines for implementation.

The Six Components of BC's Digital Literacy Framework

    I also found this video (scroll to bottom of page) through UBC which provides a summary explanation of each of the 6 components of the framework, as well as each of the subcategories. I found this video to be helpful as it identifies areas of the curriculum through which each component may be integrated. It also provides some real life examples of how these components affect our students personal lives, such as through social media and how we can educate our students to be safe, ethical users of technology.

International Society for Technology in Education (ISTE):

    After familiarizing myself with BC's Digital Literacy Framework, I decided to look at the International Society for Technology in Education (ISTE) website, as the framework was based on the National Education Technology Standards for Students developed by ISTE. This website offers a wealth of information in regards to technology in education, including online courses and workshops for educators (which I hope to explore further in the future). For my research, I chose to look at a collection of articles and blogs under the category "digital and media literacy". These articles cover a wide range of topics in regards to digital literacy and media literacy such as digital citizenship, fact checking, fake news, online safety, navigating YouTube and podcasts for research, social media, personal learning networks and more. Each of the articles are written concisely and offer practical suggestions for educators, links to additional sources and other sites that educators can base lessons and activities on, along with ready to use materials such as the following infographic:

Figure 2. Media Literacy Infographic. (ISTE, 2017).

    One article which I found to be very helpful in developing my understanding of how to teach students about media literacy is entitled, Media literacy starts with SEARCHing the internet. This article explains how educators can use the acronym SEARCH to teach students a series of steps to follow when using the internet to conduct research. Each of the letters of the acronym addresses an important component of conducting online research, and guides students through the process of locating, analyzing and evaluating information. The article provides helpful suggestions for how teachers can help their students develop an understanding of each step, along with practical examples of how students can practice applying these steps when conducting research.

                                        Select keywords
                                        Evaluation
                                        Add quotation marks or Boolean terms
                                        Refine results
                                        Check the URL
                                        Hunt for important information

Best Practices in Teaching Digital Literacy: The Beginning, Acting, Telling (BAT) Model: A Visual Framework for Teaching Digital Literacy through Inquiry and Information Seeking

    I found a book entitled Best Practices in Teaching Digital Literacy through the UBC Library Database, as I was searching for ways that I might use inquiry based learning opportunities to help my students develop digital literacy skills. From the collection of articles included in the book, I chose to focus on the article entitled The Beginning, Acting, Telling (BAT) Model: A Visual Framework for Teaching Digital Literacy through Inquiry and Information Seeking. The BAT model described in the article uses "visual cues and mnemonic to present stages and actions of the research process [as this] helps students to better conceptualize the research process" (Nesset & McVee, 2018, para. 1). The BAT model includes three stages, Beginning, Acting and Telling. The Beginning stage is primarily instructional, and aims to prepare students for the following stages which are more self-directed. The Acting stage is student centred and focuses on inquiry and the search for information through six key actions. Each action is explained as it pertains to digital literacy. It includes helpful suggestions for selecting search engines, selecting sources, evaluating online information and how to analyze the quality and relevance of multimodal information. The Telling stage is also student centred and involves interpreting, integrating, referencing and presenting. To support this stage, the article offers practical suggestions for encouraging accountability and integrity by teaching students about proper citations and references.

Figure 3. BAT Model. (Nesset & McVee, 2018).

Edutopia: Teaching Digital Citizenship in the Elementary Classroom

    This blog post I found on Edutopia through a simple Google search, discusses our students need for online safety and digital citizenship skills inside and outside the classroom. As many students, including elementary aged students are engaging in online gaming and social networks, the author discusses how we as educators can facilitate student practice and development of digital citizenship skills through various online tools that incorporate social features. The author describes how she used several different online tools with her students to teach them how to write blogs and how to comment and use discussion forums. Through these hands on activities, her students gained valuable insight in regards to digital footprints, cyberbullying and how to deal with negativity online. In addition to explaining ways in which educators might engage in similar activities with their own classes, the author also provides a collection of links to online tools educators may use to support these activities.


References:

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.

Lim, J. (2020). 6 Characteristics of BC's Digital Literacy Framework [Image]. Retrieved 24 September 2020, from
    https://scarfedigitalsandbox.teach.educ.ubc.ca/the-bc-digital-literacy-framework/.

Nesset, V., & McVee, M. (2018). The Beginning, Acting, Telling (Bat) Model: A Visual Framework for
    Teaching Digital Literacy through Inquiry and Information Seeking. In E. Ortlieb, E. Cheek, Jr. & P.
    Semingson, Best Practices in Teaching Digital Literacies. Emerald Publishing Limited. Retrieved 22
    September 2020, from https://www-emerald-
    com.ezproxy.library.ubc.ca/insight/publication/doi/10.1108/S2048-0458201809.

Nesset, V., & McVee, M. (2018). BAT Model [Image]. Retrieved 25 September 2020, from https://www-
    emerald-com.ezproxy.library.ubc.ca/insight/proxy/img?
    link=/resource/id/urn:emeraldgroup.com:asset:id:article:10_1108_S2048-
    045820180000009012/urn:emeraldgroup.com:asset:id:binary:S2048-045820180000009012-F14-
    001.jpg.

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.