Enduring Understandings
Hello All,
Happy Sunday! I hope you are enjoying the sun and have been taking advantage of this heat wave.
I would like to end this series of posts by revisiting my essential question and sharing my enduring understandings from the past few months.
My Essential Question:
How does the library learning commons support inquiry within an early years framework?
How does the library learning commons support inquiry within an early years framework?
Through the course module content and readings, it has become evident that the library learning commons very much supports inquiry within an early years framework. While my essential question may not have changed throughout the course of my inquiry, my understanding of how best the library learning commons can support young children's inquiries has. Not only is the library a place for literacy instruction and to cultivate life-long reading habits, it is also a space to foster creativity, critical thinking, and inquiry. Students in the 21st century have the opportunity to engage in critical, digital, and media literacy within the library learning commons. Through collaborating with classroom teachers and creating an inspiring environment such as a makerspace with loose parts and engaging materials, the teacher librarian can create a program in which children feel empowered as inquirers and designers.
Learning Environment
The library space at my school is quite small and is very much a library, not a school library learning commons. According to the Canadian Library Association (2014) , “The focus of the
library program in the past was on building strong collections of resources and assisting users to find and use them effectively, the goal now is to build learning communities and make connections among
learners, thus facilitating knowledge creation in the school community” (p.4). If I had the
opportunity to take over the teacher-librarianship position, I would like to make the space more functional
by creating designated areas in the room. The school library should reflect all of its inhabitants and should ultimately be student-centred.
Our school has a computer lab which stores an iPad and laptop cart separate from the library. In an attempt to turn the library into more of an active work space, I would propose moving the iPad and laptop carts to the library for students to use during research periods. Since this technology is shared by the entire school, I would situate the carts right by the door of the library for students and teachers to sign out at their convenience. Next, I would bring in the couch, pillows, and stuffed animals that I currently have in my classroom and place them in a corner of the library to create a cozy book nook. The instructional area of the library currently contains a teaching easel rolling cart which I would relocate next to the library’s television so that all instructional activities could occur in the same area. Based on the amount of students per class at our school, we currently have an excess of tables in the library which disrupt the flow and functionality of the room. I would suggest taking 1 or 2 tables out and placing them in the hall just outside the library where they could be used as group or individual work areas. To replace the missing tables I think the school would benefit from investing in flexible seating for the library such as bean bag chairs, wiggle cushions, wobble stools, or even a low table with seating pads on the floor. In the remaining corner of the room, I would like to add a display shelf of noteworthy books along with written recommendations from staff or students. To complete the room, I would bring in a few standing lamps, plants, sheer ceiling drapes, and indoor string lights as well as the water feature from my current classroom. The purpose of these items would be to create a calming, welcoming environment in which students and staff will feel comfortable and ready to learn.
My goal is to create a functional space which all members of the learning community are able to contribute to and feel welcome while also positioning myself as someone who students and staff view as a leader in the school.
Curriculum
The Redesigned BC Curriculum (2016) and BC Early Learning Framework (2018) very much align with inquiry-based learning. The "new" curriculum has been designed around curricular content while driven by curricular competencies. Due to the open-ended approach to the curriculum, it is the hope that students will be forming questions, engaging in a sense of wonder and curiousity about the world. According the curriculum document, this type of learning can be facilitated through the following approaches:
Technology
Learners in the 21st century require a diverse set of technological skills and a comprehensive understanding of digital and media literacy. As indicated by the BC Digital Literacy Framework, children are expected to, "use digital technology and communication tools appropriately to access, manage, integrate, analyze and evaluate information, construct new knowledge, and create and communicate with others" (BC Ministry of Education, 2018, p. 1). Through inquiry-based learning, the teacher-librarian can address these literacies while enabling students to engage in their own personal interests and passions. Digital tools such as SlimeKids, CK-12, Kidtopia, TED-Ed , Sitehoover, and Pics4Learning can assist students in researching further into their inquiries. Meanwhile, online tools such as Stormboard, Glogster, Mindmeister, Padlet, Powtoon, Seesaw and
Popplet can support students in synthesizing, representing, and sharing their thinking and inquiry processes. The Redesigned Curriculum's Applied Design, Skills, and Technologies (ADST) offers children in the early years (Kindergarten to Grade 3) three Big Ideas: 1) Designs grow out of natural curiosity; 2) Skills can be developed through play; and 3) Technologies are tools that extend human capabilities. These themes of curiosity, play, and technology, inform my thinking and lead me to believe that inquiry-based learning and technology are very much intertwined for learners in the digital age.
Collaboration
Not only should the library learning commons be a space for students to collaborate, it should also encourage collaboration between classroom teachers and the teacher-librarian. Students' inquiries cannot be addressed in a vacuum. Through collaboration, classroom teachers and teacher-librarians can further students' inquiries and understandings by providing them the time, space, and resources to pursue their thinking. The classroom teacher's deep understanding of their students and the curriculum, combined with the teacher-librarian's comprehensive knowledge of the library resources, digital tools, and technology can create an environment in which students' inquiries can be pursued thoroughly and authentically.
Final Thoughts
T'he contemporary school library learning commons affords many opportunities for students to thinking creatively, critically, and innovatively through their inquiries. The learning environment must be co-constructed with students and staff to foster such deep thinking. Teachers and teacher-librarians can easily connect inquiry-based learning to any subject area in the Redesigned BC Curriculum; however, ADST provides direct correlations to inquiry and may serve as a collaboration piece to bridge together classroom learning with the library learning commons. Technology can be used as a means to support children in pursuing their inquiries while also empowering them to document their thought process and share their understandings with others. Through collaboration classroom teachers and teacher-librarians can further develop students' inquiries by offering additional time, resources, and expertise that may not be available if the inquiries were isolated to the classroom. It is my hope to cultivate relationships with students and staff, co-create inspiring learning environments, and develop a thorough working knowledge of the library resources so that I can best support young learners in their inquiries.
References
 |
| Source: http://www.teachthought.com/learning/4-principles-student-centered-learning/ |
Our school has a computer lab which stores an iPad and laptop cart separate from the library. In an attempt to turn the library into more of an active work space, I would propose moving the iPad and laptop carts to the library for students to use during research periods. Since this technology is shared by the entire school, I would situate the carts right by the door of the library for students and teachers to sign out at their convenience. Next, I would bring in the couch, pillows, and stuffed animals that I currently have in my classroom and place them in a corner of the library to create a cozy book nook. The instructional area of the library currently contains a teaching easel rolling cart which I would relocate next to the library’s television so that all instructional activities could occur in the same area. Based on the amount of students per class at our school, we currently have an excess of tables in the library which disrupt the flow and functionality of the room. I would suggest taking 1 or 2 tables out and placing them in the hall just outside the library where they could be used as group or individual work areas. To replace the missing tables I think the school would benefit from investing in flexible seating for the library such as bean bag chairs, wiggle cushions, wobble stools, or even a low table with seating pads on the floor. In the remaining corner of the room, I would like to add a display shelf of noteworthy books along with written recommendations from staff or students. To complete the room, I would bring in a few standing lamps, plants, sheer ceiling drapes, and indoor string lights as well as the water feature from my current classroom. The purpose of these items would be to create a calming, welcoming environment in which students and staff will feel comfortable and ready to learn.
My goal is to create a functional space which all members of the learning community are able to contribute to and feel welcome while also positioning myself as someone who students and staff view as a leader in the school.
Curriculum
The Redesigned BC Curriculum (2016) and BC Early Learning Framework (2018) very much align with inquiry-based learning. The "new" curriculum has been designed around curricular content while driven by curricular competencies. Due to the open-ended approach to the curriculum, it is the hope that students will be forming questions, engaging in a sense of wonder and curiousity about the world. According the curriculum document, this type of learning can be facilitated through the following approaches:
- Inquiry
- Project-based learning
- Problem-based learning
- Self-assessment
- Research skills
- Scientific methods
The BC Ministry of Education (2016) has also identified a set of core competencies for contemporary learners, organized in the following categories: Communication, Thinking (Creative & Critical), and Personal and Social (Positive Personal & Cultural Identity, Personal Awareness and Responsibility, and Social Responsibility).
The core competencies are intended to be woven into the curriculum through all subject areas; however, I believe an inquiry-based SLLC program provides an optimal space for students to develop their core competencies. Ideally in an inquiry-based SLLC, students will have opportunities to research, critically analyze, create, and share based on their individual interests or inquiries. It is the role of the teacher-librarian to provide the appropriate time, space, and materials for students to carry out these inquiries.
To connect to my essential question, I must consider how these competencies and this inquiry-based learning speaks to children in the early years (ages 0-8). Of course, as an elementary school teacher my interest truly lies with children from Kindergarten to Grade 3 (ages 4-8). According to the BC Early Learning Framework (2018),
This framework has adopted the term “living inquiry” (formerly called areas of learning) to describe processes of thinking and learning that happen as children, educators, materials, and ideas interconnect. The term “living” suggests that these processes are ongoing and always evolving. “Inquire” means to pay attention in multiple ways—to study, explore, experiment, and ask questions.
(p. 39)
The framework positions the child as competent and capable of forming their own inquiries, guiding their own discoveries about the world. Additionally, much like the curriculum, the framework emphasizes the importance of play and contends that children use play as a mode of inquiry and research. "By providing diverse materials and experiences educators create spaces for experimentation and transformation... By paying attention to play
educators can make decisions about further provocations for thinking for both adults and children" (BC Ministry of Education, 2016a, pp. 27-28). Again, it is the responsibility of teacher librarian to provide tools, strategies, and materials to spark curiosity and guide young learners in their inquiries.
Learners in the 21st century require a diverse set of technological skills and a comprehensive understanding of digital and media literacy. As indicated by the BC Digital Literacy Framework, children are expected to, "use digital technology and communication tools appropriately to access, manage, integrate, analyze and evaluate information, construct new knowledge, and create and communicate with others" (BC Ministry of Education, 2018, p. 1). Through inquiry-based learning, the teacher-librarian can address these literacies while enabling students to engage in their own personal interests and passions. Digital tools such as SlimeKids, CK-12, Kidtopia, TED-Ed , Sitehoover, and Pics4Learning can assist students in researching further into their inquiries. Meanwhile, online tools such as Stormboard, Glogster, Mindmeister, Padlet, Powtoon, Seesaw and
Popplet can support students in synthesizing, representing, and sharing their thinking and inquiry processes. The Redesigned Curriculum's Applied Design, Skills, and Technologies (ADST) offers children in the early years (Kindergarten to Grade 3) three Big Ideas: 1) Designs grow out of natural curiosity; 2) Skills can be developed through play; and 3) Technologies are tools that extend human capabilities. These themes of curiosity, play, and technology, inform my thinking and lead me to believe that inquiry-based learning and technology are very much intertwined for learners in the digital age.
 |
| (Source: https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/adst/en_adst_k-9.pdf) |
Technology adds a richness to the concept of literacy in education and highlights the concept of multimodality. With the support of technological devices, children now have the option to access knowledge, follow their inquiries, express their thoughts, and showcase their learning in many ways including, but not limited to, pictures, videos, and voice recordings. "Children are living in this digital
environment not just as consumers of technology, but also as producers as they create, improvise, and
repurpose. A technology-rich world opens new and exciting possibilities for children to experiment
with images, print, gesture, sound, and movies that can contribute to multiple modes of literacies and
communication" (BC Ministry of Education, 2018, p.42). With technological advancements learning is now more personalized than ever in both the physical and virtual learning environments.
Not only should the library learning commons be a space for students to collaborate, it should also encourage collaboration between classroom teachers and the teacher-librarian. Students' inquiries cannot be addressed in a vacuum. Through collaboration, classroom teachers and teacher-librarians can further students' inquiries and understandings by providing them the time, space, and resources to pursue their thinking. The classroom teacher's deep understanding of their students and the curriculum, combined with the teacher-librarian's comprehensive knowledge of the library resources, digital tools, and technology can create an environment in which students' inquiries can be pursued thoroughly and authentically.
Final Thoughts
T'he contemporary school library learning commons affords many opportunities for students to thinking creatively, critically, and innovatively through their inquiries. The learning environment must be co-constructed with students and staff to foster such deep thinking. Teachers and teacher-librarians can easily connect inquiry-based learning to any subject area in the Redesigned BC Curriculum; however, ADST provides direct correlations to inquiry and may serve as a collaboration piece to bridge together classroom learning with the library learning commons. Technology can be used as a means to support children in pursuing their inquiries while also empowering them to document their thought process and share their understandings with others. Through collaboration classroom teachers and teacher-librarians can further develop students' inquiries by offering additional time, resources, and expertise that may not be available if the inquiries were isolated to the classroom. It is my hope to cultivate relationships with students and staff, co-create inspiring learning environments, and develop a thorough working knowledge of the library resources so that I can best support young learners in their inquiries.
References
BC Ministry of Education. (2016). BC’s New Curriculum. Retrieved from, https://curriculum.gov.bc.ca/curriculum/social-studies/2
BC Ministry of Education. (2016a). Digital Literacy Framework. Retrieved from http://www.bced.gov.bc.ca/dist_learning/dig_lit_standards.htm
BC Ministry of Education. (2018). Early Learning Framework. Retrieved from, https://www2.gov.bc.ca/assets/gov/education/early-learning/teach/earlylearning/draft_early_learning_framework_2018.pdf
BC Ministry of Education. (2018). Early Learning Framework. Retrieved from, https://www2.gov.bc.ca/assets/gov/education/early-learning/teach/earlylearning/draft_early_learning_framework_2018.pdf
Canadian Library Association. (2014) Leading learning: Standards of practice for school library learning commons in Canada. Ottawa: ON
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