Leading & Learning in the Library

Below is a brief look at the the learning that happened during the months of September and October via the library and the various roles of the Teacher Librarian (Instructional Partner, Literacy Leader, Information Specialist , Learning Environment Manager and Learning Specialist).

Each role will have the specific components from the AFTL four domains. There is overlap between the domains and the different roles. For simplicity sake, I used the components from the draft copy of the SPS TL Manual.

AFTL Components

1a: Demonstrating understanding of Curriculum, Instruction, and Pedagogy

1e: Planning an instructional library program aligned with the priorities and curricula

2b. Establishing a culture for learning

3b: Collaboration: Serves as an instructional partner who works with teachers in the design and teaching of inquiry based learning aligned with curriculum

4a: Reflecting on practice

• co-ordinating and organizing the primary end for computer passwords and assisting students logging on (Dignean, Constantinoff, Kobylak)
• part of the weekly ongoing student inquiries in two grade one classrooms
• sounding board for a summarizing and writing trait unit using picture books for grade 6 and possibly 6/7 down the road
• discussion of conferring with grade 6/7 students and possible blogging
• providing resources for Ts related to their curricular teaching
• ILLs (InterLibraryLoans to support ongoing units in the classroom - 115
• TL calendar shared to allow staff to be able to see when it works best to collaborate
• placed a WANTED poster in teacher mailboxes inviting and encourage them to use the space and myself

AFTL Components

1a: Demonstrating understanding of Curriculum, Instruction, and Pedagogy

3c: Literacy: Models and facilitates thinking strategies for comprehension and response, creating and composition, assessment and reflection

4b: Maintaining and extending the school library collection

• Shining Willow tubs prepared for primary teachers (highlighting Cdn. literature for Saskatchewan Young Reader's Choice Awards)
• Orientation completed for 24 classes promoting the love of reading and how the library can support their journey as readers
• discussion and planning for conferring with 6/7 class and then blogging about their reading
• color coded leveled readers and all Blast Off Readers to help students easily identify best fit books
• identified the math curricular strands using stickers to assist Ss and Ts when selecting resources

Collection Development - Resources added

Everyone/Picture Books: 55

General Fiction: 18

YA: 6

Graphic Novels: 8

E Non-fiction: 64

Non-Fiction: 46

FNIM: 20

PROF: 6

Books Read to Preview for Collection Development

Everyone/Picture Books 43
Graphic Novels: 5
Gen Fiction: 7
YA: 5

Circulation Stats for September 1 October 28

64 Faculty: 1 506

757 Students: 11166

Total: 12 672

AFTL Components

3a: Information Literacy: Models processes for locating, acquiring, evaluating, using, and sharing information to solve problems and further inquiry

3d: Digital Fluency : Assists students in becoming digitally fluent

• working with grade four class to introduce pre-searching, key words, databases and evaluating web sites to bridge into inquiry units
• working with 6/7 class to establish digital citizenship and digital tattoos prior to launching blogging

AFTL Components

1c: Goal Setting :Establishing goals for the school library program appropriate to the setting, division and school initiatives, and the students served

1d: Demonstrating knowledge of needed resources and the process for acquisition, both within and beyond the school and division

1f: Assessing the school library program and making appropriate adjustments

2a: Creating an environment of respect and rapport

2c: Establishing and maintaining school library procedures

2d: Establishing and maintaining a plan for managing student behaviour

2e: Organizing physical space

3e: Responsiveness : Demonstrating flexibility and responsiveness

Orientations

• The Library Treaty co-created by students was highlighted regarding our beliefs and expectations for behaviour in the library space
• Procedures for using browser cards, returning books and requesting books was reviewed and explained
• Open exchange procedure explained allowing access to the library for all students twice a day
• Pilot five classes to use game base learning (Breakout) to have a deeper understanding of the library

Library Assistants

• meeting with interested grade 5-8 students for library assistants
• scheduling students for 25 min sections so they are not away for an entire class period and coordinating with Ts to ensure student learning is the priority
• training library assistants to greet students in a warm and welcoming manner while using the circ computer to check books in and out, sort resources according to their spine labels (Everyone, Fiction etc) to place on the cart, and to be able to shelve certain types of resources back into the library for student use

Math and Reader Books

• placed stickers on popular student interest titles (FNIM titles, Lego, Barbie, Usborne) to assist with choosing best fit books (not according to F&P but rather according to length of sentences)
• stickers placed on math resources according to the different math strands of the curricula

• absorbing extra materials from the flex and extra K room and maintaining an inviting working space

AFTL Components

1b: Contextualizing the division’s priorities and the school’s initiatives to address student needs and interests

1d: Demonstrating knowledge of needed resources and the process for acquisition, both within and beyond the school and division

4c: Communicating with the larger community

4d: Participating in a professional community

4e: Engaging in professional development

4f: Showing professionalism

• Attended TL PD on Sept 19 on Conferring with grade 4-8 teachers using independent reading time with Gr 4-8 students to focus on fluency and comprehension
• Worked with TL colleagues to create a game based learning for grades five and six classes to have a deeper understanding of the location of materials in the library using the Breakout kit (5 classes)
• Worked with colleagues creating Shining Willow Book Bins for K-3 classrooms highlighting comprehension strategies that could be used in the classroom
• Attended SSLA Webinar on Developing Creativity with Every Learning

Professional Reading

Completed

Visual Learning for Literacy, Grades K-12: Implementing the Practices That Work Best to Accelerate Student Learning

The Sketchnote Workbook:Advanced Techniques for Taking Visual Notes You Can Use Anywhere

Currently Reading or Next Up

DIY Literacy: Teaching Tools for Differentiation, Rigor and Independence

Conferring with Readers Supporting Each Student's Growth & Independence