Place-based teaching and learning in SD61
Link to the interactive board here: http://linoit.com/users/katrina-bc/canvases/Building%20the%20Plan
References:
Autodesk Tinkercad. 2017. How to create a mobile maker cart and engage teachers in the process. YouTube.com.
https://ideas.demco.com/blog/maker-cart-transformed-hands-on-learning/
https://edublog.scholastic.com/post/creating-mobile-classroom-makerspace-library-program
Problem: Teachers have not grown out of the traditional view of the library as a place to retrieve books.
Reframe: Teachers with traditional views of the school library are underutilizing the space.
Developing relationships with teachers and administrators in order to reframe their existing understanding of the purpose of the library will help in the process of transforming school libraries into 21st century library learning commons (LLCs). Ample research supports that a LLC has direct correlations to improved student achievement and lifelong learning skills. (CSL, 2020)
Problem: Inflexible library scheduling prevents open access to resources like the Makerspace.
Currently, the library operates on a schedule, with classes rotating in as the TL covers prep times throughout the day. There are very few “open blocks” where students and teachers can informally use the space for pleasure reading, group work, teacher/TL collaboration, events, etc. The positioning of the Makerspace within the library also means that students and teachers are not able to access the materials whenever they need or want them.
Reframe 1: Inflexible scheduling prevents open access to library resources.
Changing the library scheduling from fixed to flexible (or “mixed”) has a proven positive effect on student achievement (Haycock, 2002), and may allow the library to become more accessible to the flexible and diverse needs of students, teachers, and classes. By integrating a flexible schedule, the library space can then be used as it is needed. It is important to develop strong relationships with classroom teachers, administrators, and students so that they know to use the library as a research tool, a collaborative space, and a safe zone for self-regulation (Needham, 2003).
Reframe 2: A fixed Makerspace is not always accessible, given library scheduling constraints.
There are certainly advantages to having a permanent Makerspace, especially when library scheduling is flexible and allows students access to the space whenever inspiration strikes. Creating a mobile Makerspace allows teachers to bring the cart to their own space, reduces some accessibility challenges, and can also be a solution in schools with limited library physical space and budget (Craddock, 2015) (YALSA, 2014).
Let’s Focus:
I am going to focus on designing a mobile makerspace, because I think this is a challenge that many schools face. My hope is that the solutions to this challenge can be implemented immediately so that schools can benefit from the skills and processes developed when engaged in the design thinking process.
Design Challenge
Design a mobile, or pop-up, Makerspace that fits your school library budget, facilitates students using the design thinking process, and can be easily carted from one classroom to another. Be sure to include a plan for tracking and replacing materials as they are used, as well as a booking schedule so that teachers can easily reserve the cart as needed.
References:
Craddock, I. L. (2015). Makers on the move: a mobile makerspace at a comprehensive public high school. Library Hi Tech, 33(4), 497–504. https://doi.org/10.1108/LHT-05-2015-0056
Canadian School Libraries (CSL). 2020.  “Leading Learning:  Standards of Practice for School Library Learning Commons in Canada.” Available:  http://llsop.canadianschoollibraries.ca
Haycock, K. (2002). Flexible scheduling revisited. .(Brief Article). Teacher Librarian (Vancouver), 29(3), 6–.
Needham, J. (2003). From fixed to flexible: making the journey. Teacher Librarian (Vancouver), 30(5), 8–.
YALSA. (2014). Making in the Library Toolkit: Makerspace Resources Task Force (p. 8-9, 37).
What does it mean to teach and learn in the 21st century, preparing for a world that we can only begin to imagine?
Facilitating learning opportunities for 21st-century life skills is not something that classroom teachers can do alone. Just as it takes a village to raise a child, it also takes an entire school community to educate one. That’s where teacher librarians (TLs) come in.
Transforming school libraries from the hallowed, hushed spaces of check-in-check-out to human-centred hubs of collaboration and creative exploration is perhaps the most exciting prospect in schools today. The research behind Library Learning Commons (LLCs) and their virtual counterparts (VLLCs) has absolutely exploded in the last 5 years, with strong evidence in support of the funding, paradigm shifts, and collaborative efforts needed to truly create inquiry-based, human-centred, technology-rich learning hubs (CSL 2020) (BCTLA 2017) (Pressley 2017) (FRL 2016).
Some considerations along the way:
The Role of the Teacher Librarian:
The 21st century TL is connected: to other professionals, to the district and province, to other schools, and to the world. Relationship-building and professional development are at the core of the role of a TL. A school expert in technology integration, inquiry-methods, design-thinking, and resources to support curriculum, the TL is a key instructional specialist and bridges all stakeholders in their learning community (BCTLA 2017) (FRL 2016).
Task Number 1: Define the role of the TL and make this document visible to classroom teachers and school admin.
Task Number 2: Build relationships within the school community that support the Principal’s vision, classroom teachers’ learning goals, and students’ passions. Get volunteers on board, build the foundations for co-teaching, and create opportunities for collaboration in the LLC.
Task Number 3: Join focused PLNs that connect TLs across the district, province, and world. Centre the ISTE Standards for Educators in your professional development goals (ISTE 2021).
The Environment:
The 21st-century LLC is more than a book exchange, and the space must reflect that. Students and staff need to feel welcome and know that they can come anytime to rest, play, explore, chat, and ask for help.
The space should promote a love of literacy (in all its forms), collaborative learning, tech exploration, accessibility, and creative design. Since it is rare that a school library is the size of a gymnasium, it’s important to use modular thinking so that the physical aspects of the library can be shifted to accommodate the diversity of use-cases for the LLC.
Task Number 1: Build flexibility into the library schedule so that students and staff know they can drop-in at all times, or most times of the day.
Task Number 2: Weed the existing collection so that it is up-to-date, inclusive, reflective of the learning community, and focused on the future.
Task Number 3: Replace heavy tables and chairs with light-weight, movable ones. Ensure the space supports group work, reading for pleasure, using technology, community engagement, and also includes or is connected to a Makerspace.
Task Number 4: Use and reflect back on the Leading Learning standards of practice for designing learning environments to support participatory learning.
A Tech-Integrated Space:
21st Century life-skills include digital literacy and technological savvy. Tech skills, digital citizenship, and information literacy must be built into the LLC and must also be reflected in the VLLC.
Tech for the 21st century is mobile, integrated, and supports the 4C’s: Creativity, Collaboration, Communication and Critical Thinking (2021).
Task Number 1: Use TPACK and SAMR models to select the tech tools that will best support learning.
Task Number 2: Follow ADST Curricular goals to integrate tech into lesson plans and activities.
Task Number 3: Build a VLLC that is accessible, reflects school culture, and follows the selection criteria for the IASL/Concord School Library Web Page Award.
Develop and Support the Design Thinking Process:
Design Thinking may just be the most important skill for 21st century learners. Human-centred, focused on problem-solving, and built to bring out the creative thinking skills that every human innately has.
Unlock imagination, learn through play, think with your hands, and strengthen a growth mindset for life.
Task Number 1: Collaborate with the school community to create a Makerspace within the school that is accessible to students, teachers, and all learning community stakeholders.
Task Number 2: Create learning opportunities that follow the Design Thinking Process and encourage a sense of comfort and normality in the experience of failing.
Task Number 3: Encourage play! Most of all, the LLC is meant to be a space for exploration, creativity, and hands-on learning opportunities.
Question: Where would you start? What is missing from this list?
References:
From School Library to Library Learning Commons: A Pro-Active Model for Educational Change. BCTLA. 2017
The New Basics: Skills for success in our rapidly changing world. People for Education. 2021
Making in the Library Toolkit: Makerspace Resources Task Force. YALSA. 2014
Co-Designing Schools Toolkit. The Teachers Guild x School Retool. 2021
Taking Making into Classrooms: A Toolkit for Fostering Curiosity and Imagination. Innovative Learning Centre. 2013
Future Ready Librarians Playbook. Future Ready Schools. 2016
Leading Learning: Standards of Practice for School Library Learning Commons in Canada. Canadian School Libraries. 2020
Pressley, L. (2017). Charting a Clear Course: A State of the Learning Commons. ACRL 2017. At The Helm: Leading Transformation. Retrieved from: https://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2017/ChartingaClearCourse.pdf
I have based my library design off an existing space, though my transformation would require a significant re-design of the furniture and layout.
This is intended to be an Elementary School library, though I think it would work well at the Middle School level as well. I have used double-sided bookshelves, floor rugs and lighting to create separation between areas.
References:
3 Ways Mobile Technology is Transforming Learning Spaces. Dennis Pierce. (2015).
Leading Learning. Designing Learning Environments. (2014)
Taking Making into Classrooms: A Toolkit for Fostering Curiosity and Imagination. Dr. Susan Crichton and Deb Carter. (2016)
Making in the Library Toolkit: Makerspace Resources Task Force. YALSA. (2014).
From School Library to Library Learning Commons: A Pro-Active Model for Educational Change. BCTLA. (2017)
There is still a long way to go before the libraries I have worked in thus far have dedicated Makerspaces that support transliteracies, collaborative learning, and the design thinking process. After reading pages 3-17 of Making in the Library Toolkit from Young Adult Library Services Association, I have put together a brief list of what my library has and what it would benefit from:
| Already in Place | Possibilities for my School Community |
| DIY & Crafting A collection of materials for “making” or crafting (cardboard, glue, mark-making, lego) Using the library space to make things (cardboard robots, paper plate weaving) Literacy programs iPads/Chromebooks Scratch & iMovies Well-lit & spacious Sharing photos & examples of student work in the hallways | Making with intent, collaboration, and design thinking “Robotics, engineering, sewing, coding, carpentry, cooking, electronics, rockets, furniture making, anything that sparks curiosity and engages critical thinking…” (p.4) “Investigate and construct a hybrid of fine arts, sciences, crafts, industrial technologies, foods, inventions, textiles, hobbies, service learning, digital media, upcycling, STEM/ STEAM, and DIY (do it yourself) and DIT (do it together) concepts.” (p.4) Maker Faire Transliteracies programming Community connections: storytelling, workshops, skills sharing, “open hack nights” (p.9), partnerships Well-organized makerspace (or even pop-up/mobile makerspace) Room reservation for specific groups/use-cases Modularity Makerspace sign Monthly/weekly programming “Stealth” program (p.9) Documenting successes for reports Branding |
Since my experience has been brief (since October 2020) and coloured by the COVID-19 Pandemic, I am curious to see how these libraries shift once the current restrictions lift to allow both community engagement and cross-school collaborations.
What I am most excited to explore are community connections and engagement: workshops, storytelling, skills sharing, “open hack nights”, etc. Have you had any success or learning experiences with initiating community engagement in your school library?
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