What I Am Most Excited About In My Learning Journey

 

"Curiosity is one of the most permanent and certain characteristics of a vigorous intellect." Samuel Johnson

My key ‘takeaways’ during this learning and exploration are many. I am most excited about formalizing instruction in Applied Design, Skills and Technology (ADST) for not just my classroom, but my school. I have also benefitted from connecting with teachers and teacher-librarians across Canada. It is helpful to have perspectives from other provinces, especially because I have had little contact with professionals outside my own school district within BC. Equity continues to be one of my pressing concerns. As my discussions with colleagues develop, it is so clear that students across Canada do not have the same opportunities.

Applied Design, Skills and Technology (ADST)

The benefits of challenging, hands on projects for students have always motivated me to try new activities with my class. Sewing, weaving, making Rube Goldberg Machines, Caine's Arcade, and making simple machines are some of my favourites.  

The important thing about all of these activities is that students are excited to design, and execute their plan to create something beyond their comfort level. Along the way are many challenges that are unique to each project. Creative and critical thinking are some skills that are honed as well as practicing determination, and a growth. Collaboration and communication are also competencies that are enriched through problem solving.

I have recently created a STEAM Trolley (Science. Technology. Engineering. Art. Mathematics) for my classroom and school. Currently, I am formalizing the rationale and assessment but the activities are ready to be used. Enhancing student learning through engagement and collaboration are key goals for the STEAM Trolley. I have tried to include a variety of challenges from each of the STEAM subject areas. My class is keen to test the activities and give me feedback before ‘opening’ the trolley to the school as a lunch time 'Maker Club.'

Blog Connections

Blogging is new to me. It has been a steep learning curve.  It is hard to believe my anxiety was so high when I was figuring out how to set up my blog site. Inserting links and images are so quick for me now. I still struggle with some formatting issues, but I am working through my challenges with help from a friend (and former student). It is good for me to work outside my comfort zone, as this is what I expect of my students. I am gradually becoming proficient enough to help others. 

As mentioned, it has been beneficial to chat with colleagues outside my school district. Everyone brings their own set of skills and experiences to their blog site and discussions. When knowledge is shared, we all benefit. I have learned of some great sites and programs from my peers. Some highlights to try are Dewey of the Week, Code Spark, Typing.com (I would like to open to students and parents afterschool), Control F (I have shared this with intermediate teachers on my staff), Applied Digital Skills, and How to Spot Fake News. 

Equity

Funding from Parent Advisory Committees (PAC) vary from school to school and tend to fund technology for most schools. My sister-in-law heads the PAC at her children’s school in an affluent area. Cheque writing campaigns, and other fundraising can generate thousands of dollars in time as short as one week. She has told me her PAC likes to have at least $40 000 in the bank after spending on large projects like replacing ipads for each classroom. 

At my school, our PAC is active but doesn’t have the same access to funds. Our fundraising efforts are limited, and they ask for money from families that don’t have much disposable income. Our school budget has to help cover the costs of students who can’t afford school supplies and field trips. We also pay for a food access program for hungry students. There isn’t much money left over. Recently, we have been informed of an Equity Fund from our School District. Our principal published this information in the last school newsletter and the response was overwhelming. Our school's equity funds are already depleted for the year.

Our PAC purchased 30 ipads for our school which we are grateful for, but we share them across our school. Many of the exciting programs and coding activities are online. Compare a school like my niece and nephew’s, where every child has a device to use whenever needed, with my school where each class has access once a week for 45 minutes. Many private school have a ‘bring your own device policy’ (BYOD), but most of my students would never be able to afford that. My school has to make careful choices in purchasing licenses for programs where other schools have the luxury of purchasing what they like.  Teachers are often given 'class funds' from the PAC to spend on expenses for the classroom. My small amount was spent in September to purchase folders and cardstock for classroom learning. The supplies for my STEAM Trolley were purchased with my own funds. 

Opportunities for students and teachers are not equal. 

When I hopefully have a job in a school library, one of my priorities will be opening the library afterschool for parents and students to use the computers. I would like to help parents with setting up School Cash Online (how they pay school fees), MyEdBC passwords, TEAMS, and other related computer issues that parents struggle with.  

When I move out of my classroom and into a school library, I am most excited about supporting students, staff and parents throughout my school. "How can I help you?" will be my motto. How can I help teachers with skills, technology, and literacy? How can I help students access the resources they need to become critical and creative thinkers? How can I support parents with access to internet, devices and skills to use the expected school services?  In order to help others, I will need to nurture my own curiosity and challenge myself to step outside of my comfort zone. 

I am looking forward to the journey.

Development of Libraries Around the World

“The classroom was a jail of other people’s interests. The library was open, unending, free.”

― Ta-Nehisi Coates

I’ll be the first to admit that as a classroom teacher working full time, back at university, and a full time mother… I am overwhelmed with the urgent needs of my students, and my family. I have rarely pondered the academic plight of developing nations.

In the past couple of years I have personally packed up 15-20 boxes of discarded books to be removed from our school. These books were worn out, irrelevant and contained text and images that were racist, or otherwise offensive in some way. I did not question where the books were going. I assumed most would get recycled. I had done my job by clearing the school shelves. The end destination of these books was someone else’s issue.

As a teacher who has worked mostly in inner city schools, our libraries have often been the recipient of used books from well-intentioned donors. Some of these books have been great. Most have not. The time needed to sort, ‘re-donate’ or recycle the
books is vast. I have often had the thought, “My students deserve better.” Meanwhile, I have played a part in sending our unwanted books to less privileged libraries.

In Donations to Libraries: A Problem In International Cooperation, Paul Sturges states, “Donations of books and other materials received by libraries in developing countries reveals the paradox that a gift can be more of a problem than a blessing.” He describes the dilemma of ‘receiving’ countries facing with the problem of disposing rubbish books or shelving worthless or harmful ones containing propaganda or racism. Many libraries, both public an academic, feel obliged to be grateful because they have such a large role in supporting education with very few resources.

Sturges states, “Unfortunately, in practice the majority of donations are more of a problem than a benefit: they cost money to deal with and can be an embarrassment by expanding the collection rather than by improving it.”

Creating a responsible program to support libraries in developing nations includes taking into account the needs and sensitivities of the potential beneficiaries. Sturges suggests that donors purchase books published in the country or region of the recipients rather than sending books that are irrelevant.

Digital resources in developing nations may be part of the solution for patrons to access more up to date and relevant information. The Bill and Melinda Gates Foundation states on their website, “We focus on issues we think are the biggest barriers that prevent people from making the most of their lives.” Funding the development of libraries with access to computers and the internet, along with healthcare
are priorities of the foundation.

“There are more than 320,000 libraries worldwide, 73 percent of them in developing and transitioning countries. In many communities, public libraries are the only place where any person, regardless of education or skill level, can have access to information and resources such as computers and internet access free of charge. Moreover, library staff often provide training and support for first-time internet users as well as those looking to improve their skills—many of whom would otherwise be left behind.” (Gates Foundation website).

It is not just developing nations that need libraries to provide access to computers and the internet. It became clear during the early stages of the Covid pandemic that many families at my school lacked devices, internet and skills needed to access critical information and connect to their communities.

“Equality of opportunity in the digital age requires that all individuals have access to online information and digital tools along with the skills to create content, assess and use information, and participate fully in a digital world.” (Gates Foundation website).

 
In Digital Inclusion, Learning and Access at the Library, authors Melissa Morrone and Shanelle Witt write, “The concept of life-long learning has long been associated with public libraries and that mandate coupled with the availability of computer stations and other technology makes us an important source of information and literacy instruction.”(2013). Their research states that in the United States library staff spend a large portion of their time supporting patrons with job seeking, resume writing, and setting up emails for the first time. They acknowledge in their article that many patrons required help with basic skills to participate in society. “Job seekers and workers alike need to have a baseline familiarity with technology. Applications tend to be online, even if the job itself doesn’t require use of a computer.” (2013). Libraries are the places with the technology and staff to support people without these resources.
On the Gates Foundation website, it states that in the United States 77 million people use the public library to access the internet each year. In rural Botswana, public libraries serve as small business offices, and in Romania 41 000 farmers filed online applications for agricultural subsidies in public libraries in one year. (Gates Foundation website).

“The only thing that you absolutely have to know, is the location of the library.”
― Albert Einstein

Libraries have a critical role in equity of access so everyone, even those without personal technology can become digitally literate.

Mobile Devices and Literacy Opportunities Through Access to the Internet

How can mobile devices help libraries, both in developed and developing nations? Many school libraries and classrooms are developing policies where students can use their own devices at school. My own children, one in high school, the other in university, both are trusted with a BYOD, or “Bring your own Device” policy. Even in high school most classes have structured online study groups, and collaborative group projects through Microsoft Teams. Teachers encourage students to access online tools to assist their learning in high school.

The elementary school where I teach is still a 'No Cell Phone' zone for students. Many of the local private schools have a BYOD policy, starting as young as kindergarten. I get it. Having students bring their own device means the school passes the responsibility of purchasing and maintaining the devices on to parents. It is a massive cost savings to the school.

In public schools, one cannot assume that everyone can afford or have the skills to support their child in this. Public schools in higher socio-economic communities again, have the advantage. Parents can fulfill the request of sending their child to school with a device, where in lower income areas, many cannot.

In theory teaching students how to use these personal digital ‘tools’ safely and responsibly at school is terrific… if students have their own mobile devices. It is critical that schools also have current, functional devices for school use.

A month ago, our school library acquired two older desktop computers so students can browse our book collection. Wrap your head around that! In the year 2022, my students can for the first time, search their library collection on a computer. 

Equity. 

Access. 

We do not have a level playing field in public schools. If students at my school were allowed personal devices, they would have had access years ago.

In Canada, the provincial Ontario Ministry of Education has a 'no cell phone' policy in all schools. There are exceptions for educational, medical, or circumstances 'to support educational needs’ of students. Their website claims it is to prevent distractions from learning and to reduce screen time.

British Columbia has not followed Ontario’s example. "School districts are responsible for setting local policy that meets the unique needs of their student populations," a statement from the BC Ministry of Education said in a CBC News interview. "This includes developing policies addressing the use of wireless technology, including cellphones, in schools and implementing the appropriate technology necessary to support the education needs of their students." (2019).

In Surrey, B.C. spokesperson Doug Strachan said that the district looks for ways to incorporate cell phones into learning. He states, "These are the tools that our kids are growing up with. They're connected all the time," Strachan said. "It's really a question of encouraging students to use them properly and appropriately and at the right times."

On the other hand, I know of many teachers that complain that cell phones are a constant distraction for students. Online bullying, and students accessing inappropriate material are a couple of other important issues that need to be continually addressed by teachers.

So, how can we as educators create responsible literacy opportunities and expand access to the internet and information databases?

As a teacher, I use mobile devices all day long in the classroom. I use my camera to document student learning and then post it to our classroom Microsoft Team for students and parents to access. I organize and show videos, both created by me or by contributors on the internet to ‘subject’ channels on Teams. Parents and staff communicate with me by email, chat or text. What if my students had the same access? It would be too much for my Grade 3 students but older ones will need to learn how to manage their 'access to information' while at school or at work.

Access to online books comes to my mind when I think of benefits for students. Working or busy parents can't always take their children to the library. Reading A-Z, Epic, Storylineonline, are a few accounts that our students in our community use at school and at home. Mathletics and Ten Monkeys are two math programs that our school has memberships for. My own children use Quizlet, Desmos (graphing calculator), and WolframAlpha. Using devices for research is a given, and teaching students how to evaluate resources is a critical part of 21st Century Learning. Older students, including my own have used green screens, book trailer apps, and imovie to generate school reports.

My son and his friends, use Instagram to post their mountain biking videos. This has led to a 'cash flow' for one of my son’s friends. Several of these teens have gotten comments from famous professional riders. My son and his friends are networking and building social media success and future opportunities. My daughter's friend, also in high school, publishes images of her art online which has led to commission work for two large companies.

The potential of learning and creative expression is endless with mobile devices. Cell phones can be used to document science experiments, photograph and film relevant data and evidence in the arts and humanities, and network with others worldwide.

“You want weapons? We're in a library. Books are the best weapon in the world. This room's the greatest arsenal we could have. Arm yourself!"
(Doctor Who, from Tooth and Claw in Season 2)”
― Russell T. Davies

Libraries are no longer just the institutions that house books promoting literacy and empowerment, they connect patrons to the devices and skills to embrace the far reaching ‘arsenal’ of global information and communication through the digital world. 

 Look out, everyone! Our young people are arming themselves with digital tools that are evolving more rapidly than books.

References

Britten, L. (2019, March 12). B.C. won't follow Ontario in banning cellphones in class. CBC News. Retrieved October 23, 2022, from https://www.cbc.ca/news/canada/british-columbia/cellphone-ban-ontario-1.5054099

Global libraries. Bill & Melinda Gates Foundation. (n.d.). Retrieved October 23, 2022, from https://www.gatesfoundation.org/our-work/programs/global-development/global-libraries

Morrone, M., & Witt, S. (2013). Digital Inclusion, Learning and Access at the Library. Urban Library Journal, 19(1).

Province of Ontario. (n.d.). Cellphones and Other Personal Mobile Devices in Schools. Ontario Ministry of Education. Retrieved October 23, 2022, from https://www.ontario.ca/page/cellphones-and-other-personal-mobile-devices-schools

Sturges, P. (2013). Donations to Libraries: A Problem in International Cooperation.

Supporting Teachers' ICT Curriculum and Pedagogy

"You will have to experiment and try things out for yourself and you will not be sure of what you are doing. That's alright, you are feeling your way into the thing." - Emily Carr

How might I support colleagues in my school community with some of their own ICT skill development? For starters, I need to attend more professional development workshops in the area of Information Communication Technology (ICT). I am more comfortable on the receiving end of ICT training, and not so much in the administration of it.

I have started reading our school district Technology News site that is updated monthly. There are great links to new ICT resources and some useful tutorials that are specific to our school district platforms. Workshops are often promoted on this site as well as invitations to be part of ICT committees. This month's issue offers keyboard shortcuts and tips for passwords. Becoming familiar with the information offered in this site will be beneficial to me, my staff and my students. 

Carl Harvey has some powerful reminders for Teacher-Librarians

“Many schools and districts have made the mistake of placing technology into classrooms without a comprehensive plan for training teachers. Often, this technology sits unused or underused.” (Edutopia, 2007). As stated in the Edutopia Journal, How to Integrate Technology | Edutopia , educators need to seek out their own professional development opportunities in ICT. The comfort levels of educators using and teaching ICT on my staff varies greatly. We are supportive of each other, and especially generous in sharing skills but our experience is wide ranging and dependent on grade levels taught, as well as personal interests.

Surveying staff members about their comfort levels in teaching and using ICT, as well as collecting data about areas they are proficient and areas they would be interested in developing would be a great starting place. Knowing what ICT tools teachers need would direct me in my pursuit to support them further.

Establishing an ICT Team at my school would also be beneficial. We have teams for many other learning areas that meet once a month to discuss current successes and directions for further development. An ICT Team could direct what topics to present at monthly staff meetings, and Parent Advisory (PAC) meetings as needed. Working collaboratively as an ICT Team would be more impactful for our staff. It would mean that ‘many’ staff members could formally support staff so the responsibility doesn’t fall on one person. This would be a great place to try and discuss many of the resources and tutorials available from our school district. A team presenting ideas and asking for resources is also more likely to get funds than a request from an individual.

“Since it's clear that tech integration is here to stay, it is not a question of whether teachers integrate technology into their classrooms, but rather how to do it best.” (Edutopia, 2007).

Our school uses Microsoft Teams for most of its communications. A quick, and easy way to connect our teachers with useful ICT information would be an ICT channel. Journal articles, instructional videos, and links to great ICT teaching ideas could be added to this channel. Everyone on staff could comment and add resources. Our ‘collection’ of digital resources could be further supported with printed books in our teacher library. The Classroom Teacher’s Technology Survival Guide by Doug Johnson sounds like a great addition for further investigation. Johnson’s Blue Skunk Blog, and website Square Space also offers published articles and insights regarding ICT topics for teacher-librarians.

Carl Harvey created a useful poster titled Tools of the Trade: What Should a Teacher Expect a School Library Media Specialist to Be? Harvey reminds us that we need to be technology literate and be 'staff developers' to support both students and staff. 

It is part of our job.

"However, even with limited access, with careful planning, some risk taking, and an open mind, teachers can successfully use technology to enhance their teaching and bring learning to life for their students." (Edutopia, 2007). My staff has limited access to ipads and laptops but there is much we can do to support the instruction of ICT from our own computers shared on a large screen with students.

It's time for me to experiment, try things out for myself and 'feel my way into' my new role supporting others in Information Communication and Technology.

References

Johnson, D. (2012). The classroom teacher's technology survival guide. Jossey-Bass.

Johnson, D. Doug Johnson Website - Articles (squarespace.com)

Harvey, Carl. (2005). Tools of the Trade: What Should a Teacher Expect a School Library Media Specialist to Be? Library Media Connection. February, 2005. 

Person. (2007, November 6). How to integrate technology. Edutopia. Retrieved October 17, 2022, from https://www.edutopia.org/technology-integration-guide-implementation 

Developing My Own ICT Skills and Pedagogy

"One learns from books and example only that certain things can be done. Actual learning requires that you do those things."       --Frank Herbert

In order to develop my own ICT skills, pedagogy, and professional development in my classroom I will need to commit to ‘putting new ideas into action’ in my teaching. This means continually seeking out people who are more knowledgeable to teach and support me as I take ICT risks. I need to overcome the fear of not ‘knowing it all’ as a teacher, and explore with my students and peers. Being prepared to fail will be necessary. This will be great modeling for my students.

I am so fortunate to be surrounded by knowledgeable people. My school district has skilled and accessible staff to support us in schools. I have friends (including a former student) that I have grown to depend on in my critical technological 'moments of need,' and my amazing school colleagues that learn along with me.  There are online networks of educators reaching out through blogs and workshops in my school district and throughout Canada.

What’s next?  I need to teach my students the skills that I am learning by going beyond the intimate relationship I have with my laptop, and extending this insight to my students. In saying this, I realize that some of my grade three students may exceed me in my digital skills. Reaching out to former students in higher grades to assist my younger students in tech support can and will be a valuable resource. 

In "The School Tech Squad: A Learning Commons Technology Boost", Karen Ramsey states, "Students have knowledge, access and curiosity about technology that exceeds that of many of our teachers." (2010). Formalizing the role of a student Tech Squad in my school is a positive step in building a community of learners.

I have just subscribed to some online networks that will continue to inform me of what is happening in the ICT world. The EdCan Network has an EdTech and Design section that features an article about Podcasting in the Classroom as well as Top Tech Skills for Educators.

In "Top Tech Skills of Educators" by Nathan Snider and Trevor Quan, they state, "While digital skills and new technology tools are important- and teachers need to receive both training and support to effectively work with these technologies..." (2021).

Rather than relying on professional development workshops provided by my school district, I need to actively seek out my own training to familiarize myself with new and existing technologies. 

Some of the technologies that I plan to work into my classroom (and eventually my library) are: Spheros, Makey Makey, and Scratch. 

My school has some Spheros that have been donated to our school. They have only been used by one teacher so far. I have committed to using them with my students but still have yet to open the boxes. Learn More about Sphero here STEM Kits & Robotics for Kids | Inspire STEM Education with Sphero

I have inquired about borrowing Makey Makey from another school in our district. My students can work with the sets then advocate for purchasing some if my students feel we would benefit from having our own set. Learn more about Makey Makey here Makey Makey – Joylabz Official Makey Makey Store

Scratch is an online platform that allows users to create games, animation, and interactive stories using block-based code. Familiar with Scratch, my son (an engineering student) has offered to come to my class to help teach me and my students how to navigate the program. Learn more about Scratch here  Scratch - Imagine, Program, Share (mit.edu) 

Another network I have subscribed to is, Coding for Kids | Kids Code Jeunesse (KCJ). The site has links to join free teacher training workshops, teacher blogs and an amazing resource section. In the next few months I would like to delve into some of these resources more deeply and share this information with my colleagues. 

In "Leading from the Library", authors Miller and Bass say, "It’s about advocating for fostering creativity and curiosity in your school. It’s about the love of reading and understanding what it means to be literate in the digital age. It’s about the role you play in the greater school system and being a valuable piece of the educational experiences of your students."  (2019).  I can become a champion of digital literacy in my school, but I will  need to start somewhere.  It’s time to take some action and start using the amazing programs (and people) I have access to. 

I’ll let you know how it goes.

 “The expert in anything was once a beginner.” -- Anonymous

References

EdCan Network | Amplifying what works in Canadian Education

Miller, S., & Bass, W. L. (2019). Leading from the library: Help your school community thrive in the Digital age. Amazon. Retrieved October 10, 2022, from https://www.amazon.com/Leading-Library-Community-Digital-Librarians/dp/1564847098

Ramsey, K. (2010). The School Tech Squad: A Learning Commons Technology Boost. Teacher Librarian, 38(1).

Resources for educators | KCJ (kidscodejeunesse.org)

Snider, N., & Quan, T. (2021, May 27). Top Tech Skills of Educators. Retrieved October 10, 2022, from https://www.edcan.ca/

Fostering Reading Cultures in Schools

Grade 3 and Kindergarten buddies reading together

‘There is no such thing as a child who hates to read; there are only children who have not found the right book.’ —Frank Serafini

How do I foster a reading culture in my classroom?

I provide my students with access to literature, modeling, engaging programming, and direct teaching of reading strategies.

I have lots of well organized books that have been purchased with my students’ interest in mind. They are well used in the classroom, as are books borrowed from our school library. In the past, our school had an online subscription to Reading A-Z but now we are using Epic for digital reading. In a several of my former schools, we could walk to the public library so we would visit once a month. Now, I encourage our public librarians to visit us to promote programs.

My students love Read Aloud time after recess. I read to them while they eat their snacks. This is a favourite time for both me and my students. I’ll prompt them to make predictions, and make connections. I have a collection of poems, and chants that we read and reread for fluency. Student favourites include several tongue twisters and some super challenging poems. Carefully chosen books are used as provocations and sources of information in both Science and Socials studies.

A lot of my time is invested in setting up and facilitating programs that enhance literacy.

Literature Circles: I have had success with literature circles over the years. Recently, I organized lit circles for my students using Raven Tales. Each group of 5-6 students had a literacy job for their assigned Raven Tales story. The next week they would change jobs and be assigned a new story. The students start using the structure of the lit circle tasks then shift into authentic personal chatter related to the story.

More about Literature Circles

Book Clubs: I briefly worked as a librarian part time several years ago. I did organize two lunch time book clubs for the grade 6/7s. Students would eat and chat. Meetings were facilitated by myself in the beginning, then the students totally took them over. During the Covid closures I had an online book club that was well attended. Participants were in grades 4-6 and from four different schools. We always started with the Readers Bill of Rights which I think really helped set the tone and give students ownership.

Literacy Connections: I love bringing books to life. Recently I brought several of my mushroom field guides from home. My students really enjoyed identifying mushrooms in the forest behind our school. Several students were disappointed when I brought my books home so they went to the public library and got their own field guides. Parents are still sending in mushroom photos!

Student inspired by mushroom books

Home Reading Nights: I have organized evening events where parents and their children are invited to come and learn about strategies to support their child’s reading at home. These events focus on the 12 Reading Strategies from our district literacy documents.

More about 12 Reading Strategies

More about What Should I Read Next

Literacy Challenge: I make literacy passports to encourage and motivate reading throughout the year. There are challenges each day that include daily reading, and things like playing board games, sending emails, digital photo challenges, postcard writing, and more. By mixing up the challenges, it ensures each passport is unique.

The school I am at now does not have a school wide reading program. We do all refer to our school district’s Reading 44 and CR4YR resources that are recommended for teachers. They are great resources that highlight direct teaching and practicing of the 12 Reading Strategies.

Some schools I have taught at had a school wide Guided Reading program. What a success! It was a lot of work to assess and organize the groups school wide but once we got started it was magic.

I usually organize several school wide literacy events each year. Participation is high in our school and the students love them. Some of these literacy events include a school wide write of poetry for a school Poet-tree, school wide buddy reading and writing of Mr. Bleezer’s Ice Cream by Shel Silverstein and buddy writing with found poetry writing.

Found Poetry (Cut and Paste) by student

I am grateful for our district Reading 44 and CR4YR resources. These are terrific tools to help provide structure for a strong reading program. The lessons can be used to support pretty much any literature. It’s great that teachers across our district focus on the same strategies and use the same language. They bridge with Adrienne Gear’s lessons as well as the Café resources. My current school does not have books suitable for guided reading. More specifically, books sets. Most of our book sets are ‘reproducible’ (photocopied) books from Reading A-Z.

‘Reading should not be presented to children as a chore or duty. It should be offered to them as a precious gift.’ —Kate DiCamillo

What are my next steps? Our school Covid protocols put a pause on many of these literacy activities. This year I will be bringing back the home reading nights, and more school wide buddy literacy activities. I would love to try a Book Tasting. It looks like fun and would be great to coordinate with our librarian so several classes can participate.

I have recently changed grades and moved from our school Intermediate Team to the Primary Team. I am going to continue to advocate for purchasing more books that can be used for Guided Reading. It is timely as we have several new teachers this year that are starting out and just starting to build class libraries.

More about More About Book Tastings Here

As I reflect, I think I have done, and do quite a bit to foster a love of reading at my school. I can always do more, especially in creating novelty activities that are fresh and fun. I would also like to do more activities that connect text to our community. For example I would like to go on a Reading Walk where we walk to neighbourhood parks with the focus on reading all the signs. I'll let you know how that goes!

References

Burnaby South Secondary School. (n.d.). Retrieved October 8, 2022, from https://south.burnabyschools.ca/

North Vancouver School District. (2004). Reading 44.

Readers' bill of rights. The Reading Roundup. (2021, July 31). Retrieved October 8, 2022, from https://thereadingroundup.com/readers-bill-of-rights/

Staff, W. A. T. (2021, April 22). Expand your readers' palates with a book tasting. We Are Teachers. Retrieved October 8, 2022, from https://www.weareteachers.com/book-tasting/

Using guided reading to develop student reading independence. Using Guided Reading to Develop Student Reading Independence | Read Write Think. (n.d.). Retrieved October 8, 2022, from https://www.readwritethink.org/professional-development/strategy-guides/using-guided-reading-develop

What Should I Read Next. (n.d.). What should I read next? book recommendations from readers like you. What Should I Read Next? Book recommendations from readers like you. Retrieved October 8, 2022, from https://www.whatshouldireadnext.com/

Making Space for Fearless Fun and Playful Learning

A sign at our psychologist's office

    Fail hard, fail often! This is the motto for my son’s robotics team. I love the idea of celebrating failure! As a classroom teacher I have noticed that my students have a hard time taking risks in their learning and many are reluctant to try new things for fear of ‘failing.’ If a project doesn’t go their way they give up. This is one of my main reasons for starting a maker space. I want my students to persevere and work through challenges. I want them to experience enthusiasm and determination when looking for ways to improve or rework their ideas both at school and throughout their lives.

    There is loads of research that claim maker spaces help students learn to take failure in stride. I’ve also learned that making things with your hands makes you happier and more intelligent. I have had to be selective in choosing material to share because of the enormous volume of posts surrounding the idea of maker spaces.

Core Competencies display in my classroom

    To be honest I was searching for small feasible maker projects to start with my class when I discovered academic journals that promote public maker spaces because of the breadth of benefits. Having the research to support my maker space initiative really grounds me in moving forward. I can readily promote the academic, social and emotional benefits of maker spaces while connecting them to our BC curriculum, especially the in the Core Competencies.

See BC Curriculum here.
https://curriculum.gov.bc.ca/

    In the School Library Journal, article Seven Surprising Benefits of Maker Spaces, Carrie and Alton Barron claim, “Making is crucial for happiness, health, and mind expansion.” (2016). Their article explains how making things with your hands keeps you in the present state and requires movement so you aren’t worrying as much and are actually getting more blood flow to your brain.

“Making and tinkering expand intellect because a disproportionally large part of the brain’s somatosensory cortex is connected to the hands.” (Barron and Barron, 2016). They also claim other benefits including improving one’s mood, building a sense of community, and breaking the habit of wastefulness.

See the full article here.
https://www.slj.com/story/seven-surprising-benefits-of-maker-spaces


    Learning through play is a benefit of maker spaces that I had not initially considered when I began this learning journey. As I delve into the research supporting maker spaces, I am learning about library and university common spaces that are encouraging and supporting patrons to create in public spaces.

   In Library Journal, Lauren Britton states in her article The Making of Maker Spaces: Making Space for Creation, Not Just Consumption, “Someone who wants to do something because it is fun is more likely to find an activity to be meaningful than someone who is doing something for a reward or to learn something. When someone is engaged in a playful space, that person will learn more easily.” (2012). I have found this to be true as a classroom teacher which is why I have embraced inquiry based learning, especially in Science.

    Britton also states, “Maker spaces promote learning through play; have the potential to demystify science, math, technology, and engineering; and encourage women and under­represented minorities to seek careers in those fields.” (2012).

See the full article here.
http://www.thedigitalshift.com/2012/10/public-services/the-makings-of-maker-spaces-part-1-space-for-creation-not-just-consumption/


    In the American Academy of Pediatrics, the article The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds by Dr. Kenneth Ginsburg describes in detail the importance of play in learning, especially free play where children can use their imagination and be creative. 

See the full article here

Importance of Play in Promoting a Healthy Child

Pictured is my daughter is standing between prom dresses

made from garbage found in the ocean in Tofino, BC.

    The University of Toronto has an online guide to inform users about Digital Pedagogy. It includes information on educational theory, a collection of case studies, and resources relevant to the study of digital pedagogy including maker spaces. Dale Grover states, "They (maker spaces) are environments where people share tools, skills, and ideas, and collaborate on projects. The learning experience tends to be hands-on, collaborative. The focus of makerspaces is to bring together people to explore and create projects that interest them."

See the full article here.
https://guides.library.utoronto.ca/c.php?g=448614&p=3216758


    Focus on creating rather than consuming. Think social engineering. In Neil Gershenfeld's TED talk he gives multiple examples of digital innovation created by people working together in public Fab Labs.

See the full article here.
https://www.ted.com/talks/neil_gershenfeld_unleash_your_creativity_in_a_fab_lab?language=en


    Although sidetracked by journals supporting maker spaces, I did find some inspiring projects to help get me started. I need to see where I should focus my initial collection of materials. Rubber bands, popsicle sticks, milk lids, pop lids, small plastic water bottles, toilet paper and paper towel tubes, tape, tape, and more tape, are part of a beginning list of items I have asked friends and colleagues to collect for me. In the meantime, I need to purchase containers to organize and store building materials and tools. Here are a couple of links that got me really excited to set up shop!

See full articles here.
https://www.sciencebuddies.org/blog/makerspace-projects

https://stemactivitiesforkids.com/


Picasso said, "All children are born creative; the task is to help them stay that way." Making a classroom space for fearless fun and playful learning is how I am going to help my students stay creative. 

I am so excited to get started.

References

Barron, C. and A. (2016, August 2). Seven Surprising Benefits of Maker Spaces. School Library Journal. Retrieved October 1, 2022, from https://www.slj.com/story/seven-surprising-benefits-of-maker-spaces

Britton, L. (2012, October 1). The makings of maker spaces, part 1: Space for creation, not just consumption. The Digital Shift. Retrieved October 2, 2022, from http://www.thedigitalshift.com/2012/10/public-services/the-makings-of-maker-spaces-part-1-space-for-creation-not-just-consumption/

Cowen, A. (2021, November 5). 22 projects to jump-start your makerspace: Science buddies blog. Science Buddies. Retrieved October 2, 2022, from https://www.sciencebuddies.org/blog/makerspace-projects

 Ginsburg, K. (2007, January 1). Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds. Publications.aap.org. Retrieved October 2, 2022, from https://publications.aap.org/pediatrics/article/119/1/182/70699/The-Importance-of-Play-in-Promoting-Healthy-Child?autologincheck=redirected%3FnfToken

TED Talks. (2006). Unleash Your Creativity in a Fab Lab. Neil Gershenfeld: Unleash your creativity in a Fab Lab | TED Talk. Retrieved October 2, 2022, from https://www.ted.com/talks/neil_gershenfeld_unleash_your_creativity_in_a_fab_lab?language=en.

STEM Activities for Kids. (2018, February 20). Retrieved October 2, 2022, from https://stemactivitiesforkids.com/

 University of Toronto. (2022, May 9). Digital Pedagogy - A Guide for librarians, faculty, and students: Makerspaces. Library Guides. Retrieved October 2, 2022, from https://guides.library.utoronto.ca/c.php?g=448614&p=3216758