Ontario Library Association - Super Conference Feb. 2013. Panel discussion of approaches taken in 3 different school boards to continue to improve practices in school libraries: a district library review; an expected practice monograph; collaborative teacher inquiry projects and a new program for self-directed professional learning framed around the development of the learning commons

1. How
to
Make
School
Libraries
Work
(even)
Better
Jeanne
Conte
(PDSB)
Ruth
Hall
(TDSB)
Phillip
Jeffrey
(HWCDSB)
Cindy
Ma=hews
(TDSB)
Session
1203,
OLA
Super
Conference
February
1,
2013,
2:10
pm

2. How
to
Make
School
Libraries
Work
(even)
Better
R
David
Lankes,
University
of
Syracuse
2012
Changing
Times;
Inspiring
Libraries
Summit
in
Vancouver
BC.
-­‐
Video
clip,
Pt
3,
“Libraries
as
Knowledge
Centres”

3. The
redevelopment
of
National
(school
library)
Standards
to
support
the
achievement
of
21st
Century
Learners.
http://tmcanada.pbworks.com/w/page/52576233/TM%20Canada%202012

4. Library
Review
Process
Transformations
Towards
the
Learning
Commons
:
Identifying,
Sharing
and
Supporting
Best
Practices
Began
in
2011/12
school
year
;
con[nuing
in
2012/13.
Report
in
May
2013?
Approaches
&
Focus
:
• Strategic
-­‐
Learning
Commons
and
its
role
in
Student
Achievement;
• Iden[fica[on
of
Shi_s,
Efficiencies,
Best
Prac[ces;
•
Sharing
and
Suppor[ng
Best
Prac[ces

5. Learning
Commons
and
its
role
in
Student
Achievement
• Within
the
Literacy
System
Goal
of
the
HWCDSB
‘s
Board
Improvement
Plan
(BIP)….
• “
2.4
:
Develop
the
Learning
Commons
in
each
school
to
promote
and
teach
inquiry-­‐based
learning
through
cross-­‐curricular
connec[ons,
mul[ple
literacies,
digital
learning,
and
collabora[on
(connected
to
the
Ontario
Catholic
School
Graduate
Expecta[ons)”
•
TL’s
leadership
role
in
the
school
includes
being
part
of
the
School
Improvement
Team…
par[cipa[on
in
TLCPs,
modeling
technology
use
and
integra[on,
collabora[ve
program
planning,
etc.
• Student
Improvement
(Support
)
Visits
–
provide
opportuni[es
for
sharing
prac[ces;
Principal’s
suppor[ng
role
iden[fied.
HWCDSB

6. Shifts,
EfRiciencies,
Best
Practices…1
SCHOOL
LIBRARIES
TO
LEARNING
COMMONS
(From
Working
Document
–
“Shi_ing
Our
Focus”)
From
responsible
ci[zenship
to
→
include
responsibility
and
ethical
use
of
digital
resources
and
tools
From
stagnant
spaces
to
→
virtual
spaces
with
24/7
access
which
means
equitable
access
for
all
From
sta[c
collec[ons
to
→
dynamic,
online,
mul[-­‐modal
collec[ons
which
promote
mul[ple
literacies
From
closed
spaces
to
→
open,
flexible,
welcoming
spaces
which
are
hubs
of
the
school
and
central
to
deep
learning
and
inquiry
HWCDSB

7. Shifts,
EfRiciencies,
Best
Practices…2
LIBRARY
PROGRAMMING
(From
Working
Document
–
“Shi_ing
Our
Focus”)
•
From
tradi[onal
ac[vi[es
to
→
engaging
tasks
that
reflect
the
learning
needs
and
modali[es
of
today’s
learners
• From
isolated
project-­‐based
assignments
to
→
rich
research,
student-­‐generated
inquiry
connected
to
the
Big
Ideas
of
curriculum
• From
teacher-­‐directed
to
→
student-­‐directed
inquiry,
explora[on
and
discovery
• From
technology
in
isola[on
to
→
integra[on
of
technology
for
innova[on,
crea[vity
and
to
especially
enhance
student
engagement
• From
management
of
collec[ons
and
facili[es
to
→
a
focus
on
teaching
and
learning
that
impacts
student
achievement
HWCDSB

8. Shifts,
EfRiciencies,
Best
Practices…3
Reading
Engagement…
aligned
with
SIPs/TLCPs…
going
beyond
the
TL’s
‘Resource
role’…
Reading
responses
…
(Through
interac[ve
and
mobile
compu[ng
features
of
the
Des[ny
Library
System
in
all
schools)
…
Students
are
Ra[ng
books…
Sharing
responses/Reviews
with
‘Friends’…
opportuni[es
to
teach
Digital
Ci[zenship…Social
Networking
…
Guided
Inquiry…
developed
collabora[vely
in
wikispaces,
shared
by
TLs
,
project-­‐based
and
linked
to
curriculum
expecta[ons
and
current
teaching
prac[ces…
System
–sponsored
Guided
Inquiry.
The
Bruce
Trail
Project
(Sept
to
Oct
2012)
HWCDSB

9. Sample
Indicators
…
• There
is
evidence
of
student
inquiry
and
staff
collabora[on
through
research
projects
in
the
Learning
Commons.
Ac[vi[es
include
the
use
of
new
technology
as
well
as
print
resources
to
meet
cross-­‐curricula
expecta[ons.
• Evidence
of
a
collabora[ve
culture
were
a
variety
of
media
has
been
created
and
u[lized
to
enhance
student
learning.
HWCDSB

10.
SUMMARY
&
NEXT
STEPS
• Con[nue
to
posi[on
the
transforma[on
to
Learning
Commons
as
a
strategic
process…
where
the
TL
is
a
change
agent.
• Finalise
the
indicators
for
measuring
the
successful
implementa[on
of
the
Learning
Commons
in
schools.
• Increase
and
deepen
Inquiry-­‐Based
and
Collabora[ve
Approaches
to
Align
with
Ministry’s
philosophy.
• Model
the
use
of
Technology
to
engage
students
in
literature
ac[vi[es.
HWCDSB

11. Expected
Practice
Series
“how
can
we
create
an
environment
that
con[nuously
fosters
learning
innova[on
and
high
quality
teaching
in
our
schools”

12. Ontario School Library Association
FRAMEWORK
Information Studies
Kindergarten to Grade 12
CollaboraEve
Environments
for
Teaching
and
Learning
Teacher-­‐librarians
are
in
a
Curriculum for Schools and School
strategic
posiEon
to
support
1999 Library Information Centres
and
implement
Board
and
School
Improvement
Plans,
and
to
embrace
and
promote
Vision
of
Hope
ini[a[ves
through
a
school-­‐wide
and
collaboraEve
approach
to
student
literacy
and
student
achievement.
L&LC,
K
to
12
Expected
Prac[ce
Document

13. Assessment
in
the
Library
Inquiry
is
in
all
subjects
Of
the
Ontario
curriculum
Linking
Inquiry
to
the
Achievement
Chart

14. Tools
for
Learning
Learning
Skills
&
Work
Habits
TDSB
Virtual
Library
ADD
Virtual
Library

15. Teacher-­‐Librarian
Roles
T4L
components
Teaching
&
Learning
mul[ple
literacies
Resource
Management
reading
enjoyment
School
Leadership
&
Improvement
Differen[ated
teaching
&
learning

16. Teacher-­‐Librarian
Roles
Implement
ministry
&
safe,
dynamic
learning
board
policies
environment
collaborate
with
consistent
classroom
teachers Teaching
instruc[on
on
&
inquiry
promote
rich
&
Learning
Differen[ated
diverse
literary
and
informa[onal
text
teaching
&
learning
Connect
students
to
Build
enhance
school,
public
&
reading
learning
community
resources
literacy
through
ICT

17. Audience:
• Individual
Prac[[oner
• School
leadership
team
• School
Principal
• Central
Staff
• Senior
admin
team
• Annual
Learning
Plan
• Teacher
Performance
Appraisal
• Library
reports
• School
Improvement
Plan
• District
Review
• Board
Improvement
Plan
• Ac[on
research
–
collabora[ve
teacher
inquiry

18. Collaborative
Teacher
Inquiry
CollaboraEve
and
Learning
Networks
 Ministry
focus
to
drive
new
direc[ons
in
professional
prac[ce
“When
educators
work
together
to
inquire
about
their
students’
learning
and
engagement,
they
embrace
this
complexity
as
an
opportunity
for
further
understanding
rather
than
something
to
simplify
(MOE.
(2010).
Collabora[ve
teacher
inquiry.
Capacity
Building
Series,
Secretariat
Special
Edi[on
#16,
3.)
 Power
of
Collabora[on
–working
together
to
engage,
not
only
our
students,
but
ourselves
as
teachers
who
are
also
learners
in
inquiry
related
to
our
teaching
prac[ce

19. Collaborative
Teacher
Inquiry
(PDSB)
CollaboraEve
and
Learning
Networks
2011
-­‐2012
 South
Field
Office
–elementary
TL’s
–focus
on
tying
their
work
to
Growing
Success
and
Together
for
Learning
 South
Field
Office
–secondary
TL’s–exploring
impact
that
co-­‐
planning,
co-­‐teaching
and
co-­‐assessing
might
have
on
teaching
and
learning
 Mississauga
West
Field
Office
–elementary
TL’s
&
classroom
teacher
partners–collaborated
with
teachers
to
provide
direct
support
related
to
TLCP
work
of
their
schools
 North
Field
Office
–elementary
TL’s–worked
as
a
commi=ee
in
co-­‐construc[ng
rich
tasks
to
support
teaching
and
learning
through
the
use
of
peer
reviewed
picture
books
 ESL/TL
Network
–intermediate
TL’s
&
ESL
teacher
partners
–focus
on
suppor[ng
ELL’s
in
small
group
and
integrated
classroom
seqngs

20. Collaborative
Teacher
Inquiry
(PDSB)
ESL/TL
Intermediate
CollaboraEve
Inquiry
Learning
Goals:
 To
facilitate
collabora[ve
prac[ce
between
intermediate
TL’s
and
ESL/ELD
teachers
to
support
increased
academic
achievement
of
ELL’s
 To
make
connec[ons
through
adapted
programs
and
culturally
responsive
resources
to
current
ini[a[ves
in
schools,
i.e.
Collabora[ve
Inquiry,
current
Ministry
Equity
Policy
Documents,
Growing
Success,
Together
for
Learning
 To
explore
rich
tasks,
differen[ated
instruc[on,
and
current
resources
that
support
ELL’s
academic
achievement

21. Collaborative
Teacher
Inquiry
(PDSB)
ESL/TL
Intermediate
CollaboraEve
Inquiry
Overall
Structure
(two
days
of
release)
Day
1
 Morning
of
facilitated
professional
learning
led
by
library
coordinator,
ESL
coordinator
&
resource
teacher
 A_ernoon
devoted
to
planning
an
ac[vity
to
implement
in
schools
that
incorporates
new
learning
and
resources
provided
Day
2
 Morning
of
facilitated
learning
going
deeper
with
learning
from
Day
1
and
making
new
connec[ons
base
on
their
work
together
 Second
half
of
morning
and
a_ernoon
devoted
to
carousel
format
sharing
of
work
and
ac[vi[es
students
engaged
in
related
to
planning
from
Day
1

22. Collaborative
Teacher
Inquiry
(PDSB)
ESL/TL
Intermediate
CollaboraEve
Inquiry
Supports:
 Board
paid
for
release
[me
for
one
of
the
2
partners
(schools
covered
the
2nd)
–ran
over
two
years
to
extend
learning
and
model
gradual
release
responsibility
 Copy
of
teacher
resource
English
Learners
Academic
Literacy
and
Thinking;
Learning
in
the
Challenge
Zone
by
Pauline
Gibbons
(one
per
teacher
 Copy
of
picture
book
Mirror
by
Jeannie
Baker
(one
per
school)
 Copy
of
Together
for
Learning:
school
libraries
and
the
emergence
of
the
learning
commons
(one
per
school)
 Copies
of
nonfic[on
picture
book
Canada
from
Above
by
Heather
Pa=erson
and
copy
of
Maria
G.
Dove’s
CollaboraDon
and
Co-­‐
teaching
Strategies
for
English
Language
Learners
in
year
2

23. Collaborative
Teacher
Inquiry
(PDSB)
ESL/TL
Intermediate
CollaboraEve
Inquiry
Feedback
from
Teachers:
 Grateful
for
opportuni[es
to
explore
an
“unlikely”
partnership
Teacher-­‐librarian
–”I
don’t
know
why
it
had
never
occurred
to
me
to
collaborate
with
the
ESL
teacher;
now
it
seems
like
a
natural
partnership”
 Grateful
for
the
gi_
of
[me
to
ini[ate
the
plan
ESL
Teacher
–”Once
we
had
the
ini[al
planning
in
place,
it
was
easier
to
find
[me
to
meet
to
advance
our
plans
and
implement
the
work
with
students”
“Key
to
an
exemplary
school
library
program
is
the
teacher-­‐
librarian’s
ability
to
be
an
effec[ve
teacher,
providing
educa[onal
support
and
leadership
through
partnering
and
collabora[on,
while
finding
opportuni[es
for
integra[on
and
cross-­‐curricular
connec[ons.”
(Klinger,
D.A.,
Stephenson,
G.,
Deluca,
C.
Luu,
K,.
(2009).
Exemplary
School
Libraries
in
Ontario.
Toronto:
Ontario
School
Library
Associa[on.

24. Learning
Commons
CertiRicate
Program
(LCCP)
Library
and
Learning
Resources
&
Interdisciplinary
Studies
Department,
Toronto
District
School
Board

25. Blended
Learning
format
for
professional
development

26. Reflect
Self-­‐directed
learning
Purposeful
framework
Guiding
quesEons

27. Register,
Read,
PrioriEze,
Plan,
Engage,
Reflect,
Share,
Record,
CerEfy.

32. Guiding
Questions
for
shared
reRlections
in
online
community
forum

33. Questions?
Information?
Jeanne
Conte
-­‐
jeanne.conte@peelsb.com
Ruth
Hall
–
ruth.hall@tdsb.on.ca
Phillip
G.
Jeffrey
-­‐
jeffreyp@fc.hwcdsb.ca
Cindy
Ma=hews
–
Cindy.Ma=hews@tdsb.on.ca
RESOURCES:
Brooks-­‐Kirkland,
Anita
“Ac[on
is
Eloquence:
Advocacy
Advice
for
School
Libraries”.
SLIC
30-­‐1
Collabora[ve
Teacher
Inquiry:
Capacity
Building
Series.
Ontario
Ministry
of
Educa[on.
2010.
h=p://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/capacityBuilding.htm
Crowley,
John.
Developing
a
Vision
:
Strategic
Planning
for
the
School
Librarian
in
the
21st
Century(
Libraries
Unlimited,
2011)

34. Questions?
Information?
Jeanne
Conte
-­‐
jeanne.conte@peelsb.com
Ruth
Hall
–
ruth.hall@tdsb.on.ca
Phillip
G.
Jeffrey
-­‐
jeffreyp@fc.hwcdsb.ca
Cindy
Ma=hews
–
Cindy.Ma=hews@tdsb.on.ca
RESOURCES
con’t:
OSLA.
Together
for
Learning.
2010.
h=p://www.accessola.org/OLAWEB/Together_for_Learning/Welcome/OLAWEB/OSLA/Together_for_Learning/
Together_for_Learning.aspx?hkey=844d0926-­‐a451-­‐4a8b-­‐a004-­‐413f8047cee5.
TDSB.
The
Library
&
Learning
Commons,
K
to
12.
Expected
Prac[ce
Series,
Teaching
&
Learning
Department,
November
2012.
TDSB.
ICT
Standards:
Digital
Learning
for
Kindergarten
to
Grade
12.
2011.