Critical Literacy in Accessing Internet Reference Resources

 

“The one real goal of education is to leave a person asking questions.” 

Max Beerbohm

What is critical literacy?

    Critical literacy is an aspect of critical thinking. "Critical literacy involves looking beyond the literal meaning of a text to determine what is present and what is missing, in order to analyse and evaluate the text’s complete meaning and the author’s intent. Critically literate students understand that meaning is not found in texts in isolation." (Province of Ontario, 2024).  In order for students to be critically literate they need to consider points of view, context, the background of the author, and gaps in the text. (summarized from Province of Ontario, 2024).

    Students who are critically literate can analyse media messages and figure out motives and underlying messages. They should be able to spot biases and have ideas as to whose perspectives have been left out.  As teacher-librarians we have opportunities to engage in critical discussions of texts. "Such discussions empower students to understand the impact on members of society that was intended by the text’s creators. Language and communication are never neutral: they are used to inform, entertain, persuade, and manipulate.” (Province of Ontario, 2024).

    In Achieving Information Literacy, it says, “The major learning outcome for the school library program is to develop students who are information literate.” (Asselin, 2006). 

How can I introduce critical literacy in my library learning commons?

    Introducing critical literacy with students can be done many ways. Picture books and current events are accessible and easy to build into lessons where critical thinking can be the focus of the discussion. 

A great book to use with students

    There are many online lessons that have been created to teach critical thinking for students viewing internet sources. 

    Project Real has a series of online lessons for teachers. The lessons were created by young people, social media experts and teachers in the UK. The lessons are best for older students in grades 6 and up. Fake News, Fake Photos, Fake People, Fake Stories, Fake Videos, and Keeping It Real are the titles of their lessons. 

    Keep It Real Online is produced by the government of New Zealand.  The messages in the videos are strong but delivered with humour. I especially like how the message is directed to the parent who then turns to their child to discuss the issue. They are a terrific springboard for discussions about internet safety. Keep It Real Online: Grooming, Keep It Real Online: Bullying, Keep It Real Online: Pornography are a couple of great examples. They also have brief online messages about Unsolicited Pics, and Pressuring for Pics, Blackmail, and Toxic Online Gaming. 

    The Control F Program by CIVIX is a Canadian 7 hour, 4 part program that is available to teachers free with registration. It focuses on 'lateral reading' strategies: verifying the source, investigating the source, checking the claim, and tracing the information.

    The Pacific Northwest Tree Octopus is one of my favourite lessons to do with young students. Over the years, it has taken a life of its own, as people have added online 'images' and videos. 

    I like to follow up with a game of "Fake or Real Photo?," using images found online. Meet the Really Big Bunnies is a CBC news article about a farmer with Flemish Giant Rabbits. Students love my story when I told a student that the photos of the bunnies were fake. I was wrong, of course. 

    National Geographic Kids has a game-show called  Real or Fake? They ask kids to separate fact from fiction. I have challenged students to create a series of their own game questions which they need to cite. It works well presented as a Canva or PowerPoint presentation. 

    CBC Kids has Fact or Fake- Can you tell the difference online?. This site has videos, games and news articles suitable for younger students. I like that is has Canadian examples and the videos are a mix of animation and live action. 

Why is teaching Critical Literacy important?

    In Achieving Information Literacy, it says, “If each school library were to have a teacher-librarian who taught children and youth the skills necessary to be effective users of information in all its forms, a powerful mechanism would be in place for enabling Canadian children and youth to be literate citizens, lifelong learners, and contributing adults in a learning society.”  (Asselin, 2006).  Everyone likes to be right. Teaching students critical literacy skills is a fun and empowering way to help them on their journey to being literate citizens. With the increased use of AI in image production, writing, sound production and pretty much everything, it will be more important than ever to make sure our students are able to critically think about what they see and read. 

    In Citizenship in the Age of Data: The Critical Role of Libraries for Digital Literacy the authors state, "In a word, libraries are resilient. Their resilience provides both a beacon and a refuge in the digital age. As technologies evolve so do public libraries. They continue to empower and educate our communities, modelling what it means to be a digital citizen. Libraries and librarians must embrace their critical role in the digital, democratic transformation. Policymakers need to see libraries as part of their solutions for creating a digitally-informed public, recognizing librarians’ expertise in data management and curation, and the community trust that libraries foster." (O'Connor, Sobol, Wong, 2023). Although this article describes the importance of public libraries in the role of informing citizens, similar connections can be make for school libraries. As teachers, and Teacher-librarians we have the enormous responsibility to teach students information literacy skills in a time when our students are being bombarded by unlimited amounts of information.  We have many opportunities to do this in teaching most subject areas, including as a subject area of its own. 

Grade 12 Assessment Rubric BC Curriculum

    Our BC Curriculum includes teaching critical literacy, through English Language Arts, Social Studies, Applied Design, Skills and Technology (ADST), as well as in teaching the Core Competencies. 

    I can't help but feel like Jean Piaget could glimpse into the future when he wrote, “The principal goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive, and discoverers, who can be critical and verify, and not accept, everything they are offered.” (Piaget, 1952). 

Works Cited

Asselin, M., et al. Achieving Information Literacy: Standards for School Library Programs in Canada. The Canadian School Library Association, 2006.

“Building Student Success: BC’s Curriculum.” Edited by BC Ministry of Education, BC’s Curriculum, BC Ministry of Education, Oct. 2023, curriculum.gov.bc.ca/.

O’Connor, Fiona, Sobol, Barbara, Wong, Wendy. The Critical Role of Libraries for Digital Literacy. Toronto Star, December 30, 2023. (accessed March 29, 2024).

Ontario Ministry of Education. “Curriculum and Resources.” Curriculum and Resources: Discover What Students Are Learning, Province of Ontario, Oct. 2023, www.dcp.edu.gov.on.ca/en/.

Piaget, Jean. The Origins of Intelligence in Children, International Universities Press. University of Michigan,  1952.

Riedling, A. M., & Houston, C. Reference Skills for the School Librarian: Tools and Tips. 4th ed., Libraries Unlimited, 2019.

Webliography

The critical role of libraries for digital literacy (thestar.com)

[PDF] Creating Critical Literacy Skills For Young Learners At Primary School | Semantic Scholar

Curriculum | Building Student Success - B.C. Curriculum (gov.bc.ca)

Lessons | Project Real

CTRL-F: Find the Facts — Digital Media Literacy

Save The Pacific Northwest Tree Octopus (zapatopi.net)

Meet the really big bunnies that call a Nova Scotia farm home | CBC News

Real or Fake? (nationalgeographic.com)

Five Ways to Spot a Fake (turnitin.com)

Fact or fake — can you tell the difference online? | Quizzes | CBC Kids

Real or Fake photo Game - Play the Game - Take the Quiz! (fakeaphoto.com)

The critical role of libraries for digital literacy (thestar.com)

 

Province of Ontario. Curriculum and Resources: Program Planning. (accessed March 29, 2024).

Improving Our Library Reference Services

 "Bad libraries build collections, good libraries build services, 

great libraries build communities." 

R. David Lankes

    Our library learning commons has lots of room to improve our collection, services and sense of community. Building 'a community of learners' is only possible if our library offers strong services to both students and teachers. Improving our reference collection and services will be an important step in strengthening our school learning community.

The Reference Process

    "For school librarians, reference services are more than just information skills or activities; these services represent significant and meaningful engagement in a profoundly human activity, ministering to one of the most basic needs of humans-the desire to gain knowledge." (Reidling and Houston, 2019). When I started this journey in becoming a teacher-librarian, I didn't fully understand the depth of the role. The reference process involves a student who needs information, a question, a search for information, an answer, and an evaluation.

    Starting out, I was not following up to evaluate if the information was meeting the needs of the student (or teacher). Reference Skills for the School Librarian states "The purpose of reference services is to align information to flow efficiently from reference sources to those who need it." (Reidling and Houston, 2019). In meeting the informational needs of my students, I need to assess that the resources are an appropriate match; reliable, current, at a level the student can understand, and that the information answers the question. The reference process is only possible if the librarian has a deep knowledge of the collection, and is effectively teaching how to locate, evaluate and use information. (Reidling and Houston, 2019). My greatest challenge so far is listening. It sounds trite but when students ask for help I have a library full of students and I am trying to check in and check out books as well as manage student behaviours. I really want to find out what the student needs to tell me, but there are often interruptions. How can I improve upon this? I have made a Reference Interview Checklist for myself and have invited students to return to the library when it is not so busy so I can fully attend to their needs.  

Reference Interview Process
1. Open the interview (a need for information) Discover what the student really needs, and keep them informed of the process by: listening, interviewing, searching, and answering
2. Negotiate the question Look beyond the surface question. Ask process questions. Why is the question being asked? What is the subject of the question? What problem needs solving? What does the student already know? What is missing?
3. Search for information Develop a problem-solving strategy with the student. Where might the best information lie? What sources are most likely to be insightful, reliable, current? Identify and locate resources.
4. Communicate the information so the student has an answer, or response Information is sorted, and organized. Are different, additional resources required? Does the student understand the information? Has the student learned 'how to learn?'
5. Close the interview with an evaluation Has the need been met? Is the reference process complete?

Summarized from Reference Skills for the School Librarian by Riedling and Houston (p. 4,5, 90-93, 2019).

Analysis of our Reference Sources

    Our library Reference Section is located at the back of the library and would be better used if it was located in a more visible area. In my temporary role, I don't feel comfortable moving the section. The shelves are of medium height and accessible by all students. Included in this section are an assortment of atlases and encyclopedias, history books, animal books, dictionaries, thesaurus, art books and pop-up books. There are many duplicates of books and the publication dates, worn covers and faded spine labels reveal that the section is in great need of revitalization. Our reference section does not contain any bibliographies. Our library has many biographies and almanacs shelved in the non-fiction sections in the library, but not in the reference section. There is a collection of fiction books that would normally be published as novels but are published as large 'picture books' in the reference section as well. 

Why Our Selection and Services Need to be Improved

    The crowded shelves and disorganized nature of our Reference Section make it difficult to find information. The outdated resources are not helpful in meeting student learning needs, and actually make finding accurate resources more timely. This year there has been great demand for non-fiction resources used in report writing for classes from grades 2-7. The grades 2 and 3s requested arctic animal books, and books for Black History Month. The grades 4s have requested Indigenous books and books about the moon, and space. The grade 5-7s have researched governance, simple machines & energy and motion, and countries around the world. Most all of the resources that proved useful to students were non-fiction books shelved by Dewey and online resources. The Reference Section has been accessed to use dictionaries, space books, ancient Egypt (for a report about Egypt) and ancient Greek books (personal learning). The pop-up books are popular with younger students during their library visits but are not viewed for informational needs, however many of them are non-fiction books. 

    It is my opinion that our reference section in the library is not meeting our school's learning needs, although many of our non-fiction books are. The non-fiction books are newer, more accurate, easier to carry (smaller size) and can be borrowed and taken from the library, where the reference resources cannot. Digital reference resources can be accessed in the computer lab or when students have access to laptops or ipads. Currently we have one student accessible desktop computer for searching the catalogue, that can also be used to search for other resources. Our computer lab connects to the library so having more computers in the library has not been a problem. 

    How do our reference services measure up? I have strived to meet student and teacher's resource needs through reference interviews. As I mentioned, the resource section did not provide that information needed, but the non-fiction books almost always did. Digital reference resources were very helpful in meeting learner needs, especially for Black History month, country reports, and passion projects. 

Step by Step Plan 

    Improving our reference resources and services is up to me, and I am well under way in my Step by Step Plan.  The ongoing changes have been communicated to students during weekly library visits, and to teachers during 'Library Updates' at staff meetings and through biweekly email updates. 

Improving the Reference Resources Step by Step Plan	Completion Date
1. Remove duplicates, remove MUSTIE books	Completed Feb. 2024 (will be continuous)
2. Make and affix new spine labels to reference materials	Ongoing, will be completed April 30, 2024
3. Make spine labels and ‘stickers’ for pop-up books	Completed March 2024
4. Shelve non-reference materials in Fiction section (discard MUSTIE books, or store some in library office)	Will be completed April 30, 2024
5. Purchase new reference materials (Consideration List is well established)	Ongoing, will be completed May 30, 2024
6. Formalize Reference Interview process, with form	Completed March 2024
7. Procedure for documenting use of print reference resources	Ongoing, currently a log book, looking for ideas…
8. Acquire and set up second library desk top computer	April 5, 2024, computer acquired, wiring complete
9. Acquire 2 library ipads for accessing digital resources (I have requested 2 older ipads for library. I have been told I will get them when the new ipads arrive)	May 15, 2024
10. Create ‘labels’ for student planners with user name and passwords for BC Digital Classroom and Can-Core (given to teachers as well when demonstrated sites and login at December staff meeting)	Completed December 2023
11. Create digital resource list for students and teachers	April 5, 2024
12. Remove old couch, replace with two tables	Completed February 2024

The Refreshing Begins: Removing Duplicates and Weeding the MUSTIE Books

Duplicate Reference Resources

  

 Removing outdated duplicate books was quick and rewarding. Teachers gratefully took most of them after a staff meeting. I discarded  books without covers, with badly damaged covers, or books that were really outdated and were not of interest to our students. Some books I removed because the entire book was text and had no images. The remaining books have been getting new spine labels and stickers (if needed). 

Reference book without jacket cover

    

This books was discarded for having no images

    The 2004 encyclopedia set has been removed from the office shelf. I wrapped individual volumes in black paper and have put the books at the ends of shelves so that the shelved books don't get damaged when they are being pulled. The ends of the shelves are inset behind trim from the sliding bulletin boards and the books were getting thrashed. 

2004 World Book Encyclopedia set

Black paper wrapped encyclopedia book end

    The log book in the reference section works for tracking the use of reference materials for older students but not younger ones.  If I had a cordless wand for checking in books I was thinking I could just scan the books. I will check with other Teacher Librarians to see what they are doing and in the meantime, I just jot notes down when I see resources being used. I was thinking about trying to use old 'check out' cards in some way because I have boxes of them in the library office. 

    I moved our vast collection of art books to the bottom shelf of the reference resources shelving unit. The books are very large and heavy and the shelf they were on was sagging. Having these large, heavy volumes lower makes them easier to pull out onto the floor to view. 

    I have been adding new print resources to the Reference Section and have a robust Consideration List. The new picture dictionaries will be most useful to students if they can sign them out, but the new atlas, flag book, and topic specific encyclopedias can be shelved in the reference section. 

    Mixing some new high interest books in with the older resources in the reference section will help revitalize the section. My secret 'weapons:' 

Digital Reference Resources

  

 How do I transform our reference shelves into a 21st Century Learning environment? "The cost of maintaining current volumes of encyclopedias and almanacs is high, and most states now share the costs of providing these resources electronically. Without a doubt, the future of information services in the 21st Century school libraries will be predominantly delivered electronically and involve the school librarian in guiding students in locating and using these materials independently rather than directing them to a location on the library shelf." (Riedling and Houston, 2019). The following digital resources may be helpful to students and teachers in their pursuit of information for curricular and pleasure learning. I have been adding to the list as I learn of new resources that do not require paid subscriptions. The links are bookmarked on our Student Library Computer (soon to be computers). I will also make a sign with some additional information about the sites that will stand near the computers. I will (continue to) promote the digital resources with classes and teachers throughout the year and explore some paid subscriptions like Live It Earth (with a free trial).

Reference Resources (username and password required)

Can-Core BC

Focused Educational Resources

District of North Vancouver Library

Reference Resources

Atlapedia

BBC Earth

Canadian Space Agency

Canadian Encyclopedia

Canadian Geographic

CPAWS (Canadian Parks and Wilderness)

Encyclopedia Britannica

Fact Monster

Government of Canada Maps

Google Earth

Lonely Planet

Merriam-Webster Dictionary and Thesaurus

Collins Thesaurus

Fiction Reading Resources

Reading Rockets (author interviews)

Storyline Online

Fable Cottage

General Resources for Kids

CBeebies (BBC Kids)

CBC Kids

Promoting the Reference Resources

    

Salmon books and display

    When I started 'weeding' and refreshing the Reference Section in our library, I committed myself to promoting the resources. Bringing 'new life' to reference books at the back of the library meant setting up displays in highly visible locations and adding 'exploratory' or interactive features to the display. I started by setting up a salmon display using some of the large 'coffee table' books in addition to non-fiction, fiction and Indigenous books about salmon. I included salmon cards, and a salmon matching game in the display. The display was successful and the salmon books were highly circulated. When students asked to borrow the reference books it was a teaching opportunity. I pointed out the yellow R sticker and explained that Reference books stayed in the library for everyone to use. 

Atlas and flag book display

     I set up a display of geographical atlases (some new, some older, some for children, some for everyone). Near the display I put a basket of flag books, and language books. Once again, the displays featured both Reference Resources and non-fiction books. Occasionally, I was able to put out an ipad set to Google Earth in the display. The flag books were very popular and I decided to purchase a new one to add to the collection. Once again, promoting the books was successful. The non-reference materials were circulated frequently, and the reference materials became talking points with students.

Two of the new reference resources

    Part of promoting the reference resources will be encouraging students to explore and use some of the digital resources available. Having another computer set up in the library will enable this because the one computer we do have is used to search the library catalogue. My next steps will include setting up more interactive displays with 'maker' type activities with supporting print and digital resources all together in highly visible areas. I have a Maker Cart of activities all ready to set up and will rotate the hands on materials through displays in the coming months. 

Building a 'community of learners' is about connecting people and information. Expanding and promoting our reference resource collection, and improving our library services will provide the essentials for our community to grow and thrive together. 

Works Cited

AASL Empowering Learners: Guidelines for School Library Media Programs. American Association of School Librarians, 2017.

Asselin, M., et al. Achieving Information Literacy: Standards for School Library Programs in Canada. The Canadian School Library Association, 2006


Riedling, A. & Houston, C. (2019). Reference skills for the school librarian: Tools and tips, (Fourth Edition). Linworth.

Best Quotes About Libraries Librarians and Library and Information Science (librarianshipstudies.com)

Webliography

Can-Core BC

Focused Educational Resources

District of North Vancouver Library

Atlapedia

BBC Earth

Canadian Space Agency

Canadian Encyclopedia

Canadian Geographic

CPAWS (Canadian Parks and Wilderness)

Encyclopedia Britannica

Fact Monster

Government of Canada Maps

Google Earth

Lonely Planet

Merriam-Webster Dictionary and Thesaurus

Collins Thesaurus

Reading Rockets (author interviews)

Storyline Online

Fable Cottage

CBeebies (BBC Kids)

CBC Kids

 

Collaborate with a Teacher and Evolve Their Practice

 Using the Concerns-Based-Adoption-Model (CBAM)

What is a master but a master student? And if that's true, then there's a responsibility on you to keep getting better and to explore avenues of your profession.  

                                                                                                                    -Neil Peart

    We have been asked to discuss two teachers who are at a range of different levels of concern with respect to the effective use of reference resources in their pedagogical practices. We are to involve the application of the Concerns-Based-Adoption-Model (CBAM) in supporting these teachers. Our task is  to design an approach that will take each teacher onto a higher level of integration, application, and embedding of these potential resources into their practice. I have opted to discuss one teacher in detail through all the levels of CBAM.

   

From Taking Charge of Change by Shirley Hord, William Rutherford,
Lesley Huling-Austin, Gene Hall, 1987.

    What is CBAM? The Concerns-Based Adoption Model is a process to adopt change. In this application, the change is to build the inclusion of reference resources in classroom teaching lessons. The interaction is between the 'user' (the teacher), and the 'mentor' (Teacher-Librarian or TL). This is called a collaborative linkage. There needs to be open communication so that the user's needs and concerns are expressed and supported by the mentor. Personalized intervention strategies are developed to meet the user's needs. There are seven different Stages of Concern, and six different Levels of Use. The 'user's' advancement to higher Levels of Use and Concerns is a developmental process. The process aims to continually answer the user's concerns, developing into higher concerns, and  advancing the user. (Summarized from The Concerns-Based Adoption Model: A Developmental Conceptualization of the Adoption Process Within Educational Institutions, (Hall, 1974).  In order to improve the the culture of teaching, the mentor needs to gather information on the content, and conduct a needs assessment relating to the lower six of the seven stages of the CBAM model.  It is important to keep in mind that, "The Concerns-Based Adoption Model addresses each one of these assumptions: the individual's concerns about the innovation, the particular manner in which the innovation is delivered or implemented, and the adaptation of the innovation to the individual." (Louks-Horsley, 1996).

 

There are three key CBAM concepts to keep in mind:

 Change is a process, not an event

 Change is a highly personal experience involving developmental growth in feelings (the Stages of Concern) and skills (the Levels of Use)

Personal concerns are legitimate  (Hall and Hord, 1987)

  The Mr. X File

     Mr. X has been teaching for six years, the first two years at a private school, and the past four years at a public school teaching a grade 4/5 combined class. Mr. X enjoys teaching and has a wealth of knowledge about local history, mathematics, and art. Mr. X is well liked by students but is somewhat unorganized. It is difficult to find supplies, student work, and prepared lessons in the classroom. Student assignments tend to be printed booklets from the internet, Teacher Pay Teachers, or online videos without follow up activities, rather than planned teaching units correlating to the BC Curriculum. Reference materials have not been used in the classroom lessons to date. Evaluations of students learning tend to be quizzes based on facts from the printed booklets, rather than assessments that reflect deeper student understanding of the topic. Parents have started to complain that their children are, 'sick of photocopied booklets,' and Mr. X has been challenged by the school principal to provide a planned unit of instruction for Social Studies. 

Messy Classroom Image from We Are Teachers

 

The CBAM  Action Plan for Mr. X

1. Consultation and Reinforcement

    Our CBAM journey begins with a consultation with Mr. X. He is open to improving his teaching and willing to try using reference resources in collaboration with the Teacher-Librarian (TL). We discuss where he is currently at in using reference resources in his teaching by going over the Stages of Concern CBAM rubric (below). We agree that Mr. X is at Stage 1:Informational Stage and willing to move forward towards Stage 2: Personal and Stage 3: Management.  The TL records his responses on the rubric so we can come back later to reflect on it.  The TL provides encouragement by highlighting his personal knowledge of Canadian Government, and current events.  We discuss the value of using current, accurate print and digital reference resources in his teaching. He expresses that the subject of Canadian Government is very broad with too much information for him to cover, and he is overwhelmed about where to start. 

 Concerns-Based Adoption Model (CBAM) Rubric        Teacher: Mr. X       Date: March 2024     Meeting: Consultation

Expressions of Concern                                   Stages of awareness

Stage of Concern in using Reference Resources	Expression of Concern	Teacher Response/examples
6. Refocusing	I have some ideas about using reference resources that would work even better	N/A
5. Collaboration	How can I relate what I am doing with reference resources to what others are doing?	N/A
4.Consequence	How is my use of reference resources affecting learners? How can I refine using reference resources to have more impact?	N/A
3. Management	I seem to be spending all my time getting materials ready	Mr. X says that he feels he already spends all his time finding online materials, he may as well use the time to prepare something more meaningful for his students
2. Personal	How will using reference resources affect me?	Mr. X asks if using reference resources will take more or less time in his planning. He predicts that his students will develop research skills from using reference resources in their learning rather than answering questions in booklets.
1.Informational	I would like to know more about using reference resources	Mr. X expresses he would like to use reference resources in teaching the Grade 5 Social Studies Big Idea: Canadian institutions and government reflect the challenge of our regional diversity. He would like to know more about print and digital resources that can be used in Inquiry Based Learning for teaching.
0.Awareness	I am not concerned about using reference resources	The school principal has encouraged Mr. X to collaborate with the TL to plan inquiry based lessons within a teaching unit, rather than print lessons from the internet

Adapted from Hord, S.M., Rutherford, William L., Huling-Austin, Leslie and Hall, G.E. (1987).

2. Training

    Our next steps include increasing his knowledge of print reference resources in our school library learning commons and community publications, as well as age appropriate digital resources. We look up and pull books about Canadian Government, democracy and Indigenous Governance in our school Follett catalogue. 

    We use search our  District of North Vancouver Municipal Website, Squamish Nation Website, the BC Legislature Website and the House of Commons Federal Website.  Both the BC Legislature and the House of Commons Websites have Teacher Resources for both elementary school and secondary school students. There are well developed lessons and units, as well as free teaching kits that can be ordered. 

    The TL suggests he register for Student Vote so his class  can run a student election to coincide with the upcoming provincial election the next fall.  The TL also sends him the links to CIVIX which has great elementary school level videos on Canadian Government and democracy. There are many lesson plans about governance on both the Student Vote and CIVIX websites. We print a NVSD Unit Planner from our NVSD portal, and the TL provides him with some information on Concept Based Learning, and Inquiry Based Learning. We discuss some ideas for a provocation to start the unit with his students and  some culminating projects to showcase student learning. We both agree to familiarize ourselves with the websites and books and meet again the following week with ideas for lessons, unit planning and assessment.

    The following week we meet and map out a Grade 5 Social Studies Unit focussed on using reference resources in teaching the Big Idea:  'Canadian institutions and government reflect the challenge of our regional diversity.' (from BC's Student Curriculum). Mr. X selects a provocation to start the unit. He decides to use a picture book The President of the Jungle by Andre Rodrigues, Larissa Ribeiro, Paula Desgualdo, and Pedro Markun. He then plans to do a KWL with his class, with increased encouragement to generate student questions. He will use student questions to lead the class in their inquiry into learning more about Canadian Government. 

    The District of North Vancouver municipal website provides easy to read portals into all the roles and responsibilities of the mayor, councillors, and school board trustees. Mr. X and the TL create a handout for students to record their learning while exploring the District on North Vancouver website. Following a class discussion, Mr. X contacts their assigned school board trustee to set up a school visit. Mr. X and the TL facilitate class discussions that lead to student actions. Students contact their Mayor and Council  with their expressed concerns. 

    Both the BC Legislature and the Federal House of Commons websites have virtual tours. The TL and Mr. X plan some questions and inquiry activities using the BC Legislature website. As part of the lesson they contact their MLA, and MP to set up school visits. Mr. X plans the Federal House of Commons inquiry on his own and the TL reviews the lesson with him. As the lessons progress, Mr. X continues to record new student questions on the KWL chart. Both Mr. X and the TL work together to provide feedback on using the reference resources, "What worked well? What would you do differently next time? What was the greatest learning for students? What were the unintended learnings? What mattered most to students? Are we meeting curricular goals?" 

   

    The TL suggests some activities from Making Thinking Visible by Ron Ritchhart, Mark Church, and Karin Morrison that work well with researching  using reference resources. Mr. X and the TL plan lessons using a 3-2-1 Bridge as a follow up from reading about our current Governor General, and a CSI (Colour, Symbol, Image) to reflect on Metis governance, focussing on Louis Riel. Mr. X and the TL plan a Jig Saw activity using the print reference resources in the library. Each small group of students is given a print reference book about governance and learns about one type of government style that they will present to the whole class. The topics are: monarchy, theocracy, dictatorship, democracy, anarchy, and First People's Governance (both hereditary and elected). As the lessons are being planned, the TL and Mr. X are discussing other ways the strategies and reference resources could be used. 

    

From Who's In Charge? By Alexander Cox

    As the unit progresses, both the TL and Mr. X alternate teaching together, while continuing to meet and reflect on planning and lessons. Mr. X decides on his own to try a Tug of War activity from Making Thinking Visble. As the class gathers knowledge about taxation, 'left and right,' various political parties, debates, how bills become laws, the role of the speaker, and the governor general, students are asked to choose a topic of their interest to report on. Students can choose to present their research as a brochure, poster, board game, digital slideshow, or formal written report. 

    

    Both the TL and Mr. X help develop an assessment rubric to assess student research and presentations before the assignment is given to students so they know the expectations. The TL and Mr. X facilitate the research process by helping students locate both print and digital reference resources that are suitable and meet their informational needs. Mr. X continues to teach direct lessons in the classroom on how to use a table of contents, index, and how to create a bibliography. He provides individual feedback to students as they work on their assignment. Both the TL and Mr. X reflect on what works well, and how to improve the lessons. Mr. X and the TL assess the student research and presentations of student learning together.  During this process the TL answers Mr. X's new questions and addresses  his new concerns. All of this prepares Mr. X for moving forward in his teaching using his new skills on his own.

3.  Developing Supportive Organizational Arrangements

    Having gone through a mentored collaboration together, Mr. X and the TL once again reflect using the Levels of Using Reference Resources Rubric (below) to measure growth, and areas to work on. The responses are recorded to document progression through the levels as the mentoring continues over a period of several years. 

Concerns-Based Adoption Model (CBAM) Rubric     Teacher: Mr. X       Date: May 2024     Meeting: Reflection

Levels of Using Reference Resources          Teacher Behavioural Levels

Levels of Use	Behavioural Indicators of Level by teacher	Teacher Response/examples
VI. Renewal	is seeking more effective alternatives to the established use of reference resources	N/A
V. Integration	is making deliberate efforts to coordinate with others in using reference resources	Mr. X is planning on collaborating with colleagues in Social Studies next year
IVb. Refinement	is making changes and has an established pattern of using reference resources	Mr. X is making changes by including the Inquiry Process in teaching Social Studies and is changing his process in teaching Science. He searches out suitable resources and plans lessons so that students can use the resources to gather the needed information.  Mr. X adapts the use of reference resources to increase the learning benefits for his students. Mr. X discusses the short and long term goals and benefits of his improved teaching practice.  He plans to collaborate with other colleagues in teaching Social Studies the next year.
IVa. Routine	is making few or no changes and has established pattern of use	Mr. X is making efforts to change and create new patterns of using reference resources and inquiry
III. Mechanical	is making changes to better organize using reference resources	Mr. X and the TL are reflecting on lessons to improve how effectively the reference resources are being utilized by students
II. Preparation	is planning to use reference resources	Mr. X has already started gathering print and digital resources and is developing lessons
I.Orientation	is taking the initiative to learn more about using reference resources	Mr. X has taken on using reference resources in the next Science and Social Studies units. He has started the process on his own and consulted with the TL for clarification
0.Non-Use	is taking no interest or action in using reference resources	N/A

Adapted from Hord, S.M., Rutherford, William L., Huling-Austin, Leslie and Hall, G.E. (1987).

    After conferencing, the TL and Mr. X agree that he is now at the 4b (IV b) Level: Refinement of the CBAM rubric. Mr. X adapts his use of reference resources to increase the learning benefits for his students. Mr. X discusses the short and long term goals and benefits of his improved teaching practice.  He plans to collaborate with other colleagues in teaching Social Studies the next year. He agrees to continue to meet with the TL to discuss new resources, goal setting for Mr. X and his students, and scheduling of collaboration with the TL in the library learning commons, as well as with other teachers. 

    The TL will continue to touch base with Mr. X the following year to reflect with him on his incorporation of  using reference resources in teaching Social Studies and Science, as well as his collaboration with other teachers. When Mr. X agrees that his own efforts in using reference resources for inquiry in coordination with colleagues has measurable benefits he will have reached  Level V: Integration. At this point he will be encouraged by the TL to begin exploring alternatives to the reference resources that have been used in the past, and to consider newer digital resources and to try new technologies available to students in schools.  Most importantly, the TL will be there to support Mr. X and help answer his questions and concerns as he progresses through the Levels of Use, as he incorporates these resources into his teaching.

    As these efforts by Mr. X develop, the TL can encourage him to re-evaluate the quality of the reference resources, and strive to achieve an increased impact on student learning with direct teaching of research process skills, and critical thinking activities. Mr. X can be encouraged and supported by the TL to share his CBAM journey with other teachers, encouraging and eventually mentoring others in using reference resources in Inquiry Based Learning. When these things are in place, Mr. X will have reached Level VI: Renewal. 

Tidy Classroom Image from Getty Images

    The Concerns-based Adoption Model describes how people develop as they learn about a new 'innovation,' in this case using reference resources in classroom teaching. "Actually, the CBAM is a complex, multi-part system, of which the 'Stages of Concern' is one part." (Hord & Hall, 1987). The lower three stages are focused on the self, the middle stage is focused on mastering the new task, and the upper stages of concern are focussed on the results and their effect on students. (summarized from Hord & Hall, 1987).  The power of mentoring is critical for the participant, in this case Mr. X, to succeed when he is independently implementing his own learning. 

Image from Leading Through Change By FLENJ on X

   

    As a new Teacher-Librarian I feel like I am part of an informal CBAM process myself.  As I began my courses to become a TL I was gathering information and trying to apply library concepts in my classroom. In my new role as a TL in a library I have had several self directed 'crash courses' in using Follett, library accounting, selection, and deselection, while planning lessons for grades kindergarten to grade seven. Collaborating with teachers for primary literacy support, in planning and teaching research and report writing, and planning and teaching Science and Social Studies has kept me very busy. I have also started a Grade 6/7 book club that runs once a week at lunch and I supervise an 'open library' at recess and lunch three days a week. 

    I am so grateful that I am part of a network of experienced TLs who have warmly welcomed me. We have a TL online chat where anyone can share information, questions and feedback. We also have monthly meetings where I always arrive early to ask others questions. "How can I master all the skills and fit it all in?" (Hall, 1974). This is a question I am constantly asking myself. Luckily, I have TL masters to mentor me in our, collaborative linkage. "Is there anything else that is better?" (Hall, 1974 ).

      Works Cited

Canadian School Libraries (CSL). Foundations for School Library Learning Commons in Canada: A Framework for Success. Creative Commons Attribution Non-Commercial CC BY-NC license 2023.CSL_Foundations-Frameworks_FINAL_Nov2023.pdf (canadianschoollibraries.ca)

Hall, G.E. & Hord, S.M., (1987). Change in schools: Facilitating the process. Albany, NY: State University of New York Press.

Hall, Gene (1974). The Concerns-Based Adoption Model: A Developmental Conceptualization of the Adoption Process Within Educational Institutions. Texas Univ., Austin. Research and Development Center for Teacher Education.

Hord, S. M., Rutherford, William L., Huling-Austin, Leslie and Hall, G. E. (1987) with additional modifications by Noel LeJeune.

Marris, P. (1975). Loss and change. New York: Anchor Press/Doubleday.

Peart, Neil. Brainy Quotes.com. Accessed March 1, 2024

Ritchhart, Ron, Mark Church, and Karin Morrison. (2011). Making Thinking Visible. Hoboken, New Jersey: Jossey-Bass.

Rodrigues, Andre, Ribeiro, Larissa, Desgualdo, Paula, Karkun, Pedro. (2020). The President of the Jungle. New York, Nancy Paulsen Books and imprint of Penguin Random House. 

Susan Loucks-Horsley, " Professional Development for Science Education: A Critical and Immediate Challenge". National Standards & the Science Curriculum, edited by Rodger Bybee of the Biological Sciences Curriculum Study. Dubuque, Iowa: Kendall/Hunt Publishing Co., 1996.Microsoft Word - CBAM.doc (wsu.edu)

Terada, Youki. A Powerful Model for Understanding Good Tech Integration, Edutopia. May 4, 2020. SAMR: A Powerful Model for Understanding Good Tech Integration | Edutopia

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