To Keep, or Not to Keep Reference Sections?

"Who needs a librarian and cataloger when you have Google and the internet? Well, who needs a teacher when you have Wikipedia? And, who needs a doctor when you have WebMD? Just as Wikipedia doesn't replace the teacher, and WebMD doesn’t replace the doctor, In the same way, Google search and internet doesn’t replace the librarian and cataloger."

-Salman Haider
(b. 1977. Librarian, cataloger, blogger, and creator of Librarianship Studies & Information Technology blog)



    With many school Library Learning Commons (LLCs) eliminating their print reference sections should I be doing the same? At this point, I think not. New to my current library, it has taken me a few months to learn the collection, and by learn, I mean ‘get introduced.’

    Last month I weeded the reference section of damaged, outdated and irrelevant books. I discarded 48 books, of which 11 were old student dictionaries that were covered in graffiti and over 10 years old. I then organized the shelves by genre for the most part. In Reference Skills for the School Librarian: Tips and Tools is says, “A good reference source is one that serves to answer questions, and a bad reference source is one that fails to answer questions.” (p. 23, Reidling, Houston, 2019). If I combine this guideline with MUSTIE, it justifies my discarding even more books as I go through them.

    Not one person has touched the encyclopedias since I started in the library, nor has anyone asked about them in any way.

    In Reference Skills for the School Librarian; Tools and Tips, it states, “Some reference materials, obviously, become outdated. If so, a school librarian should consider the following basic guidelines: print encyclopedias should be replaced every five years (and the old ones not sent to a classroom, but discarded).” (p. 18, Riedling, Houston, 2019).

    I have not packed up the encyclopedias because I am waiting to see if they are used at all, and I am sensitive in my situation as a temporary librarian. Having already made several changes and knowing that the ‘contracted’ librarian will be returning next year, I figure that I had better not act until I am sure it’s ok. I’ll give it some more time but will likely discard them at some point this year. I have noticed that book recycling centres do not accept encyclopedias so I anticipate that I’ll be taking them apart to recycle the paper and throw out the covers.

    After the reference section was tidied up and labeled, it was easier to see and browse books with more space on the shelves. A group of primary students soon discovered the pop-up books and their library visits have been enriched ever since. The pop-up books create a nice social arena for students to talk and figure out how to ‘fold’ the books up again. Complex learners especially like the dynamic interaction with the books.

    What about the rest of the reference section? Have other reference books been used? In the past month several of the intermediate classes have started research assignments and some students thought to see what reference books were on the shelf before searching the catalogue. There was really nothing there for them other than one student who looked at a book about Egypt for her passion project. The large ‘coffee table’ photographic books of Canada and British Columbia have been recently used by Grade 3 students learning about landforms. The historical atlas has been useful by the Grade 4 students learning about the Fur Trade. We had body science presentations a few weeks ago which sparked interest in the body books, many which have large fold out pages, too large for a student desk but perfect for a large library table.

    That’s about it. Given that our library has about 600-800 student visits a week between scheduled and non-scheduled book exchanges…I would say the reference section is the least used section in the library.

    For National Mathematics Day, I asked every student to colour a tree and we created a collaborative tessellation. Our reference section had a large coffee table book about MC Escher which I presented to students. It was the first reference book I used since starting in the library in three months earlier.

     I figured the best way to promote the reference books was to make a current and relevant display. I set up a salmon display when our salmon eggs arrived in our library. The display included two reference books, one on salmon, the other on marine life in the Pacific Ocean. It worked! The books have been getting quite a bit of attention. Given that both books have large, glossy photos with little text, they generate a lot of questions from students. These books have become a valuable tool as a springboard for deeper inquiry.

  

    How does the print reference section differ from the digital reference sources available? The print references are tactile, and aesthetic. The art books, body books, pop-up books are held in hands, peered upon, and read by several students at the same time. There are social interactions, and learning connections being made as students talk about what they see and read. The print resources lend themselves to inquiry based learning by appealing to students’ tactile, and visual senses. There are opportunities to learn unexpected things from unexpected places with no device necessary.

 

    There are limitations in our print collection. Our library books about ‘countries around the word’ are lacking and outdated. I have discarded grossly outdated books but the selection was bare to start with. I have been looking for current books about the countries being researched and have found that the books are expensive and published 5-15 years ago. It does not seem prudent to spend so much money on outdated materials when ‘up to date’ digital resources are available for free. Intermediate students research ‘a passion project,’ which is a topic of their choice. The student interest changes yearly. Is it practical to have 2-3 books about ‘everything each student is passionate about?’ I have tried to fill the library gaps as best I can with a limited budget but it is just not realistic. I don’t have the funds that allow me to have current books on such a broad range of topics. If it is a ‘trendy’ interest I can justify buying some books on the topic knowing the it is relevant and will interest others as well.

    Digital resources are current and the content is almost unlimited. Students can research anything they need to know about. Students will require a device, which may not always be available. Rapidly growing enrollment at our school means that our school iPads, laptops and lab computers are booked most of the time. For some things it is simply easier and faster to look it up in a book, like a dictionary, or thesaurus rather than hunting down an available device. When students use the computer lab, and laptops there is one student per computer and there is very little discussion between students unless it is for technical trouble shooting. There is some opportunity for interactions with iPads because sometimes the students share one, but all in all, using the digital resources is mostly solitary. When researching, our students are encouraged to use vetted sources available from Focused Resources Digital Resources, and sites like it. In Achieving Information Literacy by Asselin, Branch, and Oberg, it is  suggested that  'acceptable' school library collections include over 25 digital titles, and at least one digital reference database including electronic an encyclopedia (p. 30, Asselin, Branch, and Oberg, 2006). Often students use general internet searches that exposes them to advertising and distracting links on the sidebar.

    We must keep in mind that many parents have become vocal about their concerns about how much screen time their child is exposed to. I’ve learned that many parents like having the ‘allowable’ screen time to be at their discretion, and want their kids off screen at school unless it is for essential learning. We as educators need to teach digital literacy skills but this should be in conjunction with print literacy skills. Many of the tools and processes are similar.

    In Reference Skills for the School Librarian: Tools and Tips it says, “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.” (p. 3, Riedling, Houston, 2019).

  

     The reference section in our library does allow our students to gain knowledge, but it is going to need me promoting the books to draw them into the reference section. When I take down the salmon display, I thought I would display some of the art books with art supplies and blank bookmarks for students to design. I can also feature some of the pop-up books with instructions on how to make pop-ups. There are some great websites with kid friendly instructions. 

  

     I love the phrase, “Using technology to promote books—not replace them!" which is the first thing you see on Joyce Valenza’s slideshare, Reading 2.0. A few slides down there is a photo of an open copy of Twilight with a tag that lists several related websites. I think this is a great way to promote reference materials as well as fiction and non-fiction books. Her blog entries in Never Ending Search are insightful and cover a range of library issues and ideas. 

     I will also display some of the historical reference books with fiction and historical fiction books that relate to the same setting or timeframe. Creating trivia questions and setting up some relevant realia (related everyday items) to encourage interest and inquiry could also be successful.

  

     When the reference books are used, do they answer the questions of the users? No, not really but they do provide an opportunity for a general ‘overview’ of a particular subject. The books also prompt discussions and questions. The reference books are still useful … for example, although the Egypt book used by a student for research was outdated, I could show the student to look at the chapter names and bold text headings to guide them in their online search. Photos from the reference book also gave them some direction for further inquiry. The Greek phrase for ‘encyclopedia’ translates as ‘general education.’ (p. 66, Reidling, Houston, 2019). In this way, the reference resources are meeting some needs.

     I’ll disprove myself… I had Grade 7 students ask me for a dictionary the other day because they were playing Scrabble at recess (the library is open at recess and lunch three days a week). The best part was the squeal of joy when one student discovered ‘pog’ was in fact, a word. In Reference Skills for the School Librarian: Tools and Tips, it states, “…there still remains a distinct and important place for numerous versions of general, foreign language, historical, slang, and dialect, thesauri, and specialty dictionaries in today’s modern, technological school libraries.” (p. 64, Riedling, Houston, 2019)- absolutely! It is my job to show students how useful and easy these resources are to use but they must be present in the library in order for me to do this.

    “A resource is any material, regardless of form or location, which provides necessary answer(s).” (p.3-4, Riedling, Houston 2019). The dictionary DID provide the grade 7s with the necessary answer so that reference book is staying for now.

    In the meantime, I have started an analysis of our library collection by surveying students and teachers by asking for input on their library needs. I have run several Follett reports that show the make up of our library collection and I now feel like I can begin to start to work on policies for evaluation and selection.  "It is better to have a small but relevant and up-to-date collection of materials than a large collection that is neither useful or of good quality." (p. 25, Reidling, Houston, 2019).  To keep, or not to keep reference resources? I will be keeping what is relevant, and looking to update and replace other resources. The digital resources are accessible to students, so I will aim to keep print resources accessible to them as well.

Works Cited

Asselin, M., Branch, J., & Oberg, D., (Eds). Achieving information literacy: Standards for school library programs in Canada. Ottawa, ON: Canadian School Library Association & The Association for Teacher-Librarianship in Canada, 2006.

Riedling, Ann Marlow, and Houston, Cynthia, Reference Skills for the School Librarian: Tools and Tips. 4th ed., Libraries Unlimited, 2019.

Joyce Valenza. Reading 2.0, School Library Journal, blogs.slj.com/neverendingsearch/. Accessed 27 Jan. 2024.

Webliography

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

Easy Pop Up Card How To Projects for Kids - Red Ted Art

Follett School Solutions | PreK-12 Education Technology, Products, and Services (follettlearning.com)

Reading20 | PPT (slideshare.net)

Full STEAM Ahead! The Digital Artifact and Final Reflection Part 2

"A person who never makes a mistake has never tried anything new." Sidewalk sign on Hastings St.

My journey to become a teacher of the 21st Century is well on its way. My vision of implementing a Maker Culture has been established and growing. My technological skills are developing every day. At first I challenged myself to learning a new digital tool each week and teaching it to a colleague or student. I do this much more often and can't believe that in a short time I have become a 'go to' person for trouble shooting tech at school. 

My mindset has changed. I used to be so anxious about making a mistake that I wouldn't try. Now I start, and if I make a mistake I try something else and maybe eventually ask for help. Speaking of help... thank you all for your thoughtful suggestions and feedback.  Your wealth of knowledge is humbling and I deeply appreciate your openness and generosity. 

My digital artifact is a video that educates others on the value of Maker Culture in schools. The concept of my final artifact changed several times... It took me awhile to figure out that what I wanted to say, and needed to say were not the same. Speaking of help, again... I could not have pulled it off without help from a friend (who happens to be a former student), which is a really positive and impactful way to learn, mistakes included. 

My plan for sharing this digital artifact is to first share it with staff at a 'lunch and learn,' then with the Parent Advisory Committee (PAC). With staff I will also be highlighting the STEAM Trolley (including assessment rubrics with the new reporting language that will be implemented next year) and inviting teachers to use it in their classrooms. As you may have read in my previous blog, our librarian and I have started a lunch time Maker Club with Grade 7 students taking on leadership roles.  

With the PAC I will feature the STEAM Trolley and have a couple of students share about their favourite activities. I will be challenging the PAC members to support our school by investing their hard earned funds in tools and digital technologies that can be shared by the school. Building a Lego Wall in the library and purchasing a few sets of screw drivers (Breaker Space), Makey Makey, or micro bits are the first requests. 

After several edits I decided that the video would be most useful to me if it was quite general. That way I can potentially share it with older students, but more importantly with my new staff, and PAC when I eventually get a job as a teacher-librarian. I would love to share some of the most popular activities at a school district workshop and the video might be suitable for that presentation as well, or I can make new one now that I know how. 

I have never spent so much time on a single project before! I wish I had logged the specific time spent just on making the video. I am going to guess it took around 30 hours. Writing the script was the first task. I think it started as five pages then I edited down to three.  I kept thinking to myself, 'Less is more!'   At the same time, I was collecting and cropping classroom photos, and screen shots to use in Google Slides. It seemed like a good way to organize the presentation so I could visualize potential  images as I read the script. 

I absolutely needed help with recording my voice and all the video related technology. I had never done anything like this before.  My friend borrowed a good quality microphone and we set up a little 'studio' in my bedroom closet. It took several tries to get the sound right. I needed to hang more blankets and lay down a yoga mat to get rid of the echoes. I think we recorded the script (or sections of it) fifteen times. I have a whole new appreciation for how much time and work goes into a five minute presentation. My friend used Audacity to split the audio into the right files and then helped me move it into Canva Video. I needed to watch several youtube tutorials on how to use Canva video. They were helpful in adding a level of professionalism to the final project. Most of editing process in Canva is 'drag and drop'  so it was very beginner friendly. There was a plethora of stock images and videos to use. It was finicky to get the images and sound lined up as well as the general animation timing. I already had a google account so uploading the project to youtube was straightforward.  I learned a great deal during the process and I am proud of my final project. I hope you enjoy it as well!

                                                                    My digital resource. 

My greatest take away from this learning journey is that as a future teacher-librarian I will need to be a digital mentor. I have a long way to go to catch up on skills, but I have already started and more importantly I have changed my mindset so that I am enjoying the process now (rather than being anxious). The technical skills I acquire(d) are gifts that I can use in my personal and professional work, as well as share with others. 

I have also learned that there is lots of solid research supporting Maker Culture, and STEAM activities. Making always 'seemed right' for my students, but it felt like a reward or extra activity. Creating a maker culture is really embedded deeply in our current curriculum and school district vision and goals. 

I have connected with great colleagues across the country. It is really refreshing to speak and write with teachers and teacher-librarians that are outside of my district and can offer a different perspective (or the same).

In the future I hope to get hired as a teacher-librarian where I can share my love of inquiry-based learning, literacy, social justice and Maker Culture. I will continue to grow as a learner myself so I can be a mentor and support person for my staff. 

In preparation of reflecting on my rationale I went back and read over my first blog entry. I just noticed that I did not title it or put on any labels. I was a nervous wreck when I wrote it because I wasn't sure it was going to be 'good enough' compared to others who have been posting to blogs for years. It took me awhile to figure out how to upload photos. 

As for the content, the key concepts have held true throughout my journey.  Curiosity, creativity, collaboration, authentic assessment, risk taking, educational balance, inquiry, engagement, and digital technology have remained central throughout my research, writing, and action. 

A significant challenge that has presented during this journey is equity. I work at a small school with a PAC that works hard to raise money, but doesn't come anywhere near other schools in more affluent areas. This is most evident in the lack of resources our school has in technology tools. I am hopeful that my video my help divert funds to our school library and STEAM initiatives. 

Students testing wind turbine (photo release with permission)

Finally, I really tried my best to respect the privacy of my students when posting photos. I used mostly my own photos because it represented my journey best. I took lots of videos in my class but if I cut the students faces out of the frame it wasn't effective. I wanted to include a video of my students testing their wind turbines but I could not get permission for photo release for one of the students. In the end, I didn't use any videos although I would have loved to showcase the joy in my students' faces and voices. 

It was really overwhelming to choose a topic for this learning journey but I am glad I chose Maker Spaces. Full STEAM ahead!  I've got a Maker Culture to nurture and grow.

Works Cited & References

About Us. Empower the Learner. (2021, August 29). Retrieved November 6, 2022, from https://empowerthelearner.com/about/

BC Ministry of Education. (n.d.). Applied Design, skills and technologies. Building Student Success - B.C. Curriculum. Retrieved November 12, 2022, from https://curriculum.gov.bc.ca/curriculum/adst

Brown, J. (2017). Uncovering the truth about Maker Spaces. In Canadian School Libraries Research Archive.

Butler-Kisber, L. (2020). How do Makerspaces heighten student engagement? EdCanNetwork.

Cowen, A. (2022, November 4). 26 projects to jump-start your makerspace: Science buddies blog. Science Buddies. Retrieved November 20, 2022, from https://www.sciencebuddies.org/blog/makerspace-projects

Curriculum. (n.d.). Retrieved November 6, 2022, from https://curriculum.gov.bc.ca/

Davee, S., Regalla, L., & Chang, S. (2015, May). Makerspaces highlights of select literature. Retrieved           from http://makered.org/wp-content/uploads/2015/08/Makerspace-Lit-Review-5B.pdf

Davidson, A.-L., & Price, D. W. (2018). Does your school have the maker fever? an experiential learning approach to developing maker competencies. LEARNing Landscapes, 11(1), 103–120. https://doi.org/10.36510/learnland.v11i1.926

Fingal, J. (2022, October 27). How curiosity, creativity and Student Agency unlock student learning. ISTE. Retrieved November 6, 2022, from https://www.iste.org/explore/education-leadership/how-curiosity-creativity-and-student-agency-unlock-student-learning

Hunt, C. (2019, March 18). Tinkering with makerspaces. Canadian School Libraries Journal. Retrieved November 20, 2022, from http://journal.canadianschoollibraries.ca/tinkering-with-makerspaces/

Littlebins. (2020, July 31). Printable Lego challenges for kids. Little Bins for Little Hands. Retrieved November 20, 2022, from https://littlebinsforlittlehands.com/lego-challenge-calendar-ideas-kids/

Makerspaces: The Benefits. curiositycommons. (2016, April 25). Retrieved November 20, 2022, from https://curiositycommons.wordpress.com/makerspaces-the-benefits/

Miller, S., & Bass, W. (2019.  Leading from the Library: Help your School Community Thrive in the Digital Age. (Links to an external site.) International Society for Technology in Education.

Nadelson, L. S. (2021). Makerspaces for rethinking teaching and learning in K–12 education: Introduction to research on makerspaces in K–12 education special issue. The Journal of Educational Research, 114(2), 105–107. https://doi.org/10.1080/00220671.2021.1914937

Otieo, C. (2017). Makerspaces: A Qualitative Look into Makerspaces as Innovative Learning Environment Catherine Otieno Follow this and additional works at: https://digscholarship.unco.edu/dissertations This Text. University of Northern Colorado Scholarship & Creative Works @ Digital UNC, 1–161.

pathway2success. (2022, February 2). Strategies to engage reluctant learners. The Pathway 2 Success. Retrieved November 20, 2022, from https://www.thepathway2success.com/strategies-to-engage-reluctant-learners/

Rouse, R., Krummeck, K., & Uribe, O. (2020, February). Making the most of a Makerspace. NSTA. Retrieved November 12, 2022, from https://www.nsta.org/science-and-children/science-and-children-february-2020/making-most-makerspace

Student Centered Education. Strategic plan 2021-2031 - north vancouver school district. (n.d.). Retrieved November 12, 2022, from https://www.sd44.ca/Board/StrategicPlan/Pages/default.aspx#/=

The benefits of Teaching Steam Lessons: Resilient educator. ResilientEducator.com. (2020, December 10). Retrieved November 20, 2022, from https://resilienteducator.com/classroom-resources/benefits-of-teaching-steam/

Vandenbroek, A. (2013, October). BEYOND BOOKS: BRINGING STUDENTS INTO THE LIBRARY THROUGH /J CREATIVE PROGRAMMING. Retrieved November 12, 2022.

Vongkulluksn, V. W., Matewos, A. M., Sinatra, G. M., & Marsh, J. A. (2018). Motivational factors in makerspaces: A mixed methods study of elementary school students’ situational interest, self-efficacy, and achievement emotions. International Journal of STEM Education, 5(1). https://doi.org/10.1186/s40594-018-0129-0

Ways to use Lego in the classroom. Teaching Ideas. (2019, September 18). Retrieved November 2

STEAM Culture! Why We Should Make Way for Maker Spaces: Final Reflection Part 1

"Vision without action is merely a dream. Action without vision just passes the time. Vision with action can change the world."

                                            Joel Barker

How do I create a 'maker culture' in my school without space or funds? Our school is under construction so our 'in between' spaces are currently storing building materials and we have no space for storing educational items. We are a needy school without funds to start new projects. How can I put my dream of having a 'maker space' at school into action?

I repurposed a rolling trolley that used to hold a projector. I purchased several inexpensive clear bins with lids and grabbed some old bigger bins from home. I put a call out to my staff for specific recyclables and I began my research.

Next, I collected relevant materials that I already had in my classroom or at school. I pulled out origami and paper airplane books, as well as all my STEAM and maker books. These could be incorporated into the maker bins for inspiration and instructions. I made notes, and found samples of some ideas of projects that I had done with previous classes and made a trip to the dollar store. My colleagues (at school and at UBC) generously shared some of their resources with me. 

The more research I did, I realized that the purpose of the activities were quite different. Some of the activities were 'problem solving' tasks, others were 'creative' tasks. I changed the name of the Maker Cart to the STEAM Trolley as the activities were varied and covered all the disciplines: Science, Technology, Engineering, Art, and Math.


Developing curiosity, creativity, and collaboration are my key intentions for students using the STEAM Trolley.

I have shared the STEAM Trolley with my class several times since its conception. Students were highly engaged and worked with others while pursuing tasks. I overheard several students say, "This is hard!" but to my delight they stuck with their task and completed their projects. The open-ended nature of the activities lead students to laugh, instead of being upset when their plans didn't go as expected. It may have helped that I introduced my son's robotic team's motto, "Fail hard, fail often."

In Leading from the Library: Help Your School Community Thrive in the Digital Age, Miller and Bass suggest “When we give our students the opportunity to explore and create, we also improve our culture by offering new and exciting experiences.” (2019). A classroom maker trolley is a new and exciting experience for both my students and me. The bins can easily be swapped in and out, and by adding new ones to keep interest high.

In Beyond Books: Bringing Students Into the Library Through Creative Programming, Alicia Vandenbroek suggests, “As the role of the librarian continues to evolve, it is critical that we focus not only on books, but also on all the other resources we provide.” (2013). I incorporated several of Vandenbroek's most successful programs like origami, technical drawing, paper airplanes, and  friendship bracelets.  

Each bin contains everything needed for small groups of students to work, and many activities can be easily adapted for a whole class to use.

Two large bins that contain recyclables are for 'creative making.' In Tinkering With Makerspaces author Christopher Hunt says, "We try to go off book, and deviate from, or ignore, instructions. We try to throw away the cookie cutter (smash it, really). Each kid should be able to proudly say, “I made this; I’m impressed with my creativity; let me tell you how I did it; let me tell you about the things that went wrong; let me tell you how it works now, and what it is for….” With each of my students I kept challenging them to improve or adapt their projects to make it their own. I certainly had no problem with students sharing their creations. They were always quick to talk about what their project was and how they made it.

Pinterest 

I have collaborated with my school librarian to start a lunch time Maker Club.  We decided that the club would be for Grade 2 and 3 students because the Grades 4-7 students have lunch time opportunities such as choir and floor hockey.  We already have grade seven students that have expressed interest in leading the club. We are going to start with some simple winter crafts, then after the holiday open up the STEAM Trolley to the Maker Club. We will also offer the Spheros during an after school session as there won't be enough time during lunch. The advantage to using the Spheros after school is that parents can view their child's work when they are picked up. 

Why is fostering a maker culture important? There is an overwhelming amount of research that supports developing a 'maker culture' in schools and public spaces like libraries. In The Resilient Educator the article The Benefits of Teaching STEAM Lessons the writers describe benefits such as meaningful collaboration, increasing critical thinking skills, hands on experience, non-linear problem solving, and encouraging different ways to value the arts.

With a broader educational goal in mind What is STEM and Why is it Important? article the author and researcher David White concludes that teachers of K-12 are important influences in introducing the STEM concepts and that, "These concepts may lead to the students pursuing a STEM major in higher education and ultimately choose a STEM career within the workforce."

In Makerspaces: The Benefits the article outlines advantages that are close to my heart. It references recent research that supports that makerspaces are learner-centered, empowering, and authentic. “When we allow children to experiment, take risks, and play with their own ideas, we give them permission to trust themselves. They begin to see themselves as learners who have good ideas and can transform their own ideas into reality.” The article also explains that maker spaces help prepare students for the future. "Makerspaces are increasingly being looked to as a method for engaging learners in creative, higher-order problem-solving through hands-on design, construction, and iteration.”

“Ultimately, the interdisciplinary and empowering natures of these makerspaces can help prepare youth for a future we can’t yet imagine.” Davee, Regalla & Chang, 2015

Another important benefit of maker spaces is the high level of student interest and engagement, especially for students that may be struggling academically or socially at school. In Strategies to Engage Reluctant Learners  the article encourages teachers to support, encourage and empower their reluctant students by increasing engagement. This may look different for each student so teachers need to change their practice to reach all students. Many of the strategies to engage learners suggested in the article are authentically presented in a maker culture. A safe learning space, interest, choice and peer support are naturally embedded in maker activities.

The STEAM Trolley is just the beginning of my learning vision. There is more action to come in transforming my 'maker' dream into reality. I have taken a huge step in my own risk taking and technology skill development by creating a video to present to my staff, parent advisory and school district promoting the benefits of Maker culture in my elementary school. There is a greater purpose for this. I am hoping to secure some finances to purchase Lego for the school library. There are so many ways to use Lego bricks to enhance student learning and solve STEAM challenges. Here are a few links with some inspiring ideas: Ways to Use Lego in the Classroom,  30 Day Lego-STEM Challenge, and Printable LEGO Challenges for Kids.

Orchard School Lego Wall

Expanding the STEAM Trolley to include more digital and technical kits, something my school is lacking, will be my next goal. I will soon include bins with supplies to make penny spinners, catapults, umbrellas, cardboard structure pieces, egg drop kits... and then I can draw ideas from 26 Projects to Jump-Start Your Maker Space.

Equity is a huge concern for educators like me, working in a school that does not have many resources to draw from.  More than lacking, our school is lagging behind in learning opportunities that other schools in our district have had for years. I am hoping my video, presented to the right people, may lead to a larger collaborative action team that can work to bridge the gap in technology.

I have created a simple rubric for primary and intermediate students that can be used by teachers in assessing students. I have used the new reporting language that will be implemented next year and incorporated the Big Ideas in ADST (Applied Design Skill and Technology) as well as the Core Competencies. Sharing the STEAM Trolley with teachers and providing an assessment rubric is a small way that I can support my staff right now. 

My goal is to move my teaching experience and love of literacy into the library in the next year or so. As a Teacher-librarian I will be adding digital mentor to my list of responsibilities. I have stepped up my involvement in technology in a number of ways. I have made an intentional effort each week to learn at least one new skill and teach it to any staff member that is interested. I have made a point of reading every Tech Newsletter that is sent to me from my school district. I have learned timely and valuable tips in every issue. I have reached out to more tech savvy friends and colleagues to help me solve issues I can't figure out from youtube instructions. Instead of shying away from tech challenges I am trying to figure them out by including my students in the process.

My vision has action! See my next blog post to see my digital artifact embedded in my final blog Reflection 2.

References

About Us. Empower the Learner. (2021, August 29). Retrieved November 6, 2022, from https://empowerthelearner.com/about/

BC Ministry of Education. (n.d.). Applied Design, skills and technologies. Building Student Success - B.C. Curriculum. Retrieved November 12, 2022, from https://curriculum.gov.bc.ca/curriculum/adst

Brown, J. (2017). Uncovering the truth about Maker Spaces. In Canadian School Libraries Research Archive. 

Butler-Kisber, L. (2020). How do Makerspaces heighten student engagement? EdCanNetwork.

Cowen, A. (2022, November 4). 26 projects to jump-start your makerspace: Science buddies blog. Science Buddies. Retrieved November 20, 2022, from https://www.sciencebuddies.org/blog/makerspace-projects

Curriculum. (n.d.). Retrieved November 6, 2022, from https://curriculum.gov.bc.ca/

Davee, S., Regalla, L., & Chang, S. (2015, May). Makerspaces highlights of select literature. Retrieved from http://makered.org/wp-content/uploads/2015/08/Makerspace-Lit-Review-5B.pdf

Davidson, A.-L., & Price, D. W. (2018). Does your school have the maker fever? an experiential learning approach to developing maker competencies. LEARNing Landscapes, 11(1), 103–120. https://doi.org/10.36510/learnland.v11i1.926

Fingal, J. (2022, October 27). How curiosity, creativity and Student Agency unlock student learning. ISTE. Retrieved November 6, 2022, from https://www.iste.org/explore/education-leadership/how-curiosity-creativity-and-student-agency-unlock-student-learning

Hunt, C. (2019, March 18). Tinkering with makerspaces. Canadian School Libraries Journal. Retrieved November 20, 2022, from http://journal.canadianschoollibraries.ca/tinkering-with-makerspaces/

Littlebins. (2020, July 31). Printable Lego challenges for kids. Little Bins for Little Hands. Retrieved November 20, 2022, from https://littlebinsforlittlehands.com/lego-challenge-calendar-ideas-kids/

Makerspaces: The Benefits. curiositycommons. (2016, April 25). Retrieved November 20, 2022, from https://curiositycommons.wordpress.com/makerspaces-the-benefits/

Miller, S., & Bass, W. (2019.  Leading from the Library: Help your School Community Thrive in the Digital Age. (Links to an external site.) International Society for Technology in Education.

Nadelson, L. S. (2021). Makerspaces for rethinking teaching and learning in K–12 education: Introduction to research on makerspaces in K–12 education special issue. The Journal of Educational Research, 114(2), 105–107. https://doi.org/10.1080/00220671.2021.1914937

Otieo, C. (2017). Makerspaces: A Qualitative Look into Makerspaces as Innovative Learning Environment Catherine Otieno Follow this and additional works at: https://digscholarship.unco.edu/dissertations This Text. University of Northern Colorado Scholarship & Creative Works @ Digital UNC, 1–161.

pathway2success. (2022, February 2). Strategies to engage reluctant learners. The Pathway 2 Success. Retrieved November 20, 2022, from https://www.thepathway2success.com/strategies-to-engage-reluctant-learners/

Rouse, R., Krummeck, K., & Uribe, O. (2020, February). Making the most of a Makerspace. NSTA. Retrieved November 12, 2022, from https://www.nsta.org/science-and-children/science-and-children-february-2020/making-most-makerspace

Student Centered Education. Strategic plan 2021-2031 - north vancouver school district. (n.d.). Retrieved November 12, 2022, from https://www.sd44.ca/Board/StrategicPlan/Pages/default.aspx#/=

The benefits of Teaching Steam Lessons: Resilient educator. ResilientEducator.com. (2020, December 10). Retrieved November 20, 2022, from https://resilienteducator.com/classroom-resources/benefits-of-teaching-steam/

Vandenbroek, A. (2013, October). BEYOND BOOKS: BRINGING STUDENTS INTO THE LIBRARY THROUGH /J CREATIVE PROGRAMMING. Retrieved November 12, 2022.

Vongkulluksn, V. W., Matewos, A. M., Sinatra, G. M., & Marsh, J. A. (2018). Motivational factors in makerspaces: A mixed methods study of elementary school students’ situational interest, self-efficacy, and achievement emotions. International Journal of STEM Education, 5(1). https://doi.org/10.1186/s40594-018-0129-0

Ways to use Lego in the classroom. Teaching Ideas. (2019, September 18). Retrieved November 20, 2022, from https://www.teachingideas.co.uk/maths/ways-to-use-lego-in-the-classroom

White, D. (2014). What is STEM education and why is it important? - researchgate. What Is STEM and Why Is It Important? Retrieved November 20, 2022, from https://www.researchgate.net/publication/264457053_What_is_STEM_education_and_why_is_it_important

Www.facebook.com/mombrite. (2021, July 9). Free printable 30-day lego stem challenge calendar. Mombrite. Retrieved November 20, 2022, from https://www.mombrite.com/lego-stem-challenge-calendar/

Sarah D. Sparks, O. 30. (2020, December 17). Make learning personal. Make Learning Personal. Retrieved November 6, 2022, from http://kathleenmcclaskey.com/ 

Final Vision Project: Learner Considerations

Maker activities provide authentic
opportunities for collaboration

"Makerspaces support multidisciplinary, individual, and collaborative learning through iterative error- and risk-tolerant tinkering, offering multiple points of entry including repairing items, building robots, and creating. We saw a direct relationship between developing maker competencies and the willingness to learn new tools." (Davidson and Price, 2017).

Why have Maker Spaces and STEAM projects created such a buzz in elementary and high schools across North America? What is their value to us as parents and teachers in British Columbia? How do these science, technology, engineering, art and math projects benefit students?

What is Maker Culture?

"Maker culture embodies do-it-yourself tinkering using tiny, affordable open-source computers, electronics, and recycled items to further sustainability, equity, social innovation, democratization of innovation, and community building. Makers engage in self-directed experiential learning through risk-tolerant, persistent problem solving in interdependent communities tackling complex, socially relevant problems." (Davidson and Price, 2017). Maker culture or Maker Spaces and STEAM are intertwined, and for the purposes of their connection to curriculum, are considered the same.

Although these STEAM activities are fun and engaging for students at school, I would like to inform parents and teachers of their deeper value. These activities can be designed to intentionally meet the curricular goals in both the BC Curriculum and our North Vancouver School District's strategic planning and visioning. It is no 'fluke' that our new curriculum has provided learning outcomes that encompasses STEAM activities.

Let’s take a look at the BC Curriculum…

The Core Competencies include several skills identified as essential for learner success. BC students are expected to reflect on their own development of these skills and give specific examples connecting their learning to the competencies. STEAM activities naturally provide authentic opportunities for students to practice collaboration, critical and creative thinking as well as personal and social understanding.

Core Competencies: BC Ministry of Education

Another curricular area Applied Design, Skills and Technology (ADST) naturally encompasses Maker and STEAM activities.  The Big Ideas directly connect to the Core Competencies. Both curricular areas include the same key words: knowledge, skills, technology, communication, ideas, purpose, joy, thinking, understanding, identity, and purpose.

ADST Big Ideas: BC Ministry of Education

Looking deeper into the intended curricular competencies of ADST, there are even more connections to deeper learning with STEAM or Maker activities. The ADST Curricular Competencies are loaded with skills that are necessary to be life-long learners.

Some of the key applied design and applied skills include: generating ideas and adding to others' ideas, gathering peer feedback, incorporating new ideas into a design, using materials safely, extending capabilities, reflecting on one's ability to work in a group, and telling others of their design story. All of these fit under the 'umbrella' of Communication, Thinking, and Personal and Social Skills from the Core Competencies.

There are also obvious curricular connections within the academic subjects of Science, Math and Art in all grades from Kindergarten to Grade 12.

Equity and access to STEAM activities continues to be an issue. Schools with healthy economic backing supply an assortment of digital technologies for students while other schools simply can't afford the 'extras.' The broad definition of Maker Space or Maker Culture can encompass hands on activities that develop skills even without the digital component. For example, 'Breaker Spaces' where students take apart broken products can learn about how they are made, or play hands on games that use the concepts of coding.

How about my School District Strategic Plan and Visioning Statements…

On our NVSD website it is easy to find our District's Vision, Values and Goals. The first sentence under Strategic Plan states, "The North Vancouver School District provides world-class instruction and a rich diversity of engaging programs to inspire success for every student and bring communities together to learn, share and grow."

NVSD Vision, Values, and Goals

Specifically, listed under Goals, the NVSD states Student-centered Education, Innovative Instruction and Mental Health and Well Being as three of the six goals of our school district. Each of these has been proven to be embedded in student learning during STEAM activities.

  Here is what the research says…

There is an overwhelming volume of research that supports the implementation of STEAM and Maker Spaces. Increased engagement, collaboration skills, and problem solving skills are benefits one would expect. Interestingly, participants in STEAM workshops developed an increased sense of wellness and strong sense of community. Some research also states that participants develop a growth mindset and confidence.

Curiosity Commons has published an article titled Makerspaces: The Benefits. The site describes many benefits and also points out that the actual product is irrelevant. “What is made may not matter at all; it can still influence the thought process, vision, and ability to connect of a learning maker." (Curiosity Commons).

The National Inventors Hall of Fame Journal has also published What are the Benefits of a Makerspace? Learning to take failure in stride, hands-on learning, opportunities for innovation, and developing a wide range of 21st learning skills are some of the claims stated in the article.

The Resilient Educator published the article Benefits of Teaching STEAM Lessons on their website. They list collaboration, developing creative and critical thinking, and hands on experience as benefits, as well as encouraging girls in STEAM.

In the Learning Landscapes Journal titled: Does Your School Have the Maker Fever? An Experiential Learning Approach to Developing Maker Competencies, authors and researchers Davidson and Price conclude in their study that, "Our analysis suggested key themes of initiative, playful learning, authentic adaptation, interdependence, and over resourcing. These themes can be developed into “maker competencies” to meet 21st century needs." (Davidson and Price, 2017).

Maker Spaces and STEAM activities have many overlaps within the BC Curriculum and our NVSD goals and vision. Not only are activities engaging and fun, but prove to develop resiliency and social emotional benefits.

My final project is meant to educate parents and teachers of the value and deeper intent of these activities. Perhaps with increased awareness and support from parents and teachers we can advocate for more equitable funding for digital resources in 'have not' schools like mine.

After all, all students, regardless of their parent's income, deserve a "world class instruction and a rich diversity of engaging programs." (NVSD website).

References

BC Ministry of Education. (n.d.). Applied Design, skills and technologies. Building Student Success - B.C. Curriculum. Retrieved November 12, 2022, from https://curriculum.gov.bc.ca/curriculum/adst

Curriculum. (n.d.). Retrieved November 6, 2022, from https://curriculum.gov.bc.ca/

Davidson, A.-L., & Price, D. W. (2018). Does your school have the maker fever? an experiential learning approach to developing maker competencies. LEARNing Landscapes, 11(1), 103–120. https://doi.org/10.36510/learnland.v11i1.926

Fingal, J. (2022, October 27). How curiosity, creativity and Student Agency unlock student learning. ISTE. Retrieved November 13, 2022, from https://www.iste.org/explore/education-leadership/how-curiosity-creativity-and-student-agency-unlock-student-learning

Makerspaces: The Benefits. curiositycommons. (2016, April 25). Retrieved November 13, 2022, from https://curiositycommons.wordpress.com/makerspaces-the-benefits/

Nadelson, L. S. (2021). Makerspaces for rethinking teaching and learning in K–12 education: Introduction to research on makerspaces in K–12 education special issue. The Journal of Educational Research, 114(2), 105–107. https://doi.org/10.1080/00220671.2021.1914937

Student Centered Education. Strategic plan 2021-2031 - north vancouver school district. (n.d.). Retrieved November 12, 2022, from https://www.sd44.ca/Board/StrategicPlan/Pages/default.aspx#/=

The benefits of Teaching Steam Lessons: Resilient educator. ResilientEducator.com. (2020, December 10). Retrieved November 13, 2022, from https://resilienteducator.com/classroom-resources/benefits-of-teaching-steam/

Vongkulluksn, V. W., Matewos, A. M., Sinatra, G. M., & Marsh, J. A. (2018). Motivational factors in makerspaces: A mixed methods study of elementary school students’ situational interest, self-efficacy, and achievement emotions. International Journal of STEM Education, 5(1). https://doi.org/10.1186/s40594-018-0129-0

Key Elements in My Vision for Teaching in the 21st Century

    When I was first asked to think of key words that shape my teaching and direction of learning, I created a word cloud. Integral words included: engagement, curiosity, inquiry, collaboration and educational balance. With this in mind, how do I move forward in my growth as an educator? What is this going to look like in my classroom? How will this look when I become a teacher-librarian?

As I transition into the final phase of this course I believe the key elements for my final project are:

1. Balancing Digital Literacy in My Classroom

2. STEAM in My Classroom and Beyond

3. Connecting ADST Curriculum With Our New Assessment Language

Balancing Digital Literacy in My Classroom

In How Curiosity, Creativity, and Student Agency Unlock Student Learning, the author Jerry Fingal states, “Unfortunately, many educators still use technology in ways that are just a substitute for analog learning, he said, citing a few examples: “We take textbooks and scan them and then we have digital textbooks. Instead of boring lectures, we have boring lectures that are recorded on video. Those are not strategic uses of technology for learning because they are passive, not active.” (ISTE, October 2022).

My goal is to move from passive use of computers and ipads to active use. This is going to be tricky in that I have very little access to our school devices. On Friday, it was my allotted time to use the computers and four teachers came into my room before the bell. One teacher pulled 6 laptops for her class, another took 2, and the others asked for 4 each. I had to justify my use of them and ask for some back so that my students could each use one.

I’ll be honest, I teach primary students and logging on is still a challenge, but they are getting more independent and capable each time we use them. Our classroom use of the devices has been mostly passive. We use the laptops to read on Epic (while I work one on one with my most struggling readers), and to post work to their Scholantis Portfolios. I still have not tried using the Spheros but will before the end of this school term. Keeping in mind that parents of my students this year have been very clear that they do not want their children online very much at school. There are lots of great resources online that focus on digital literacy skills that I can use to direct teach to the whole class on my computer projected large scale.

 

STEAM in My Classroom and Beyond

STEAM (Science. Technology. Engineering. Art. Math) in the classroom is what I am most excited about right now. I have put together a STEAM trolley (cart) with an assortment of bins with challenges and supplies. Some of the activities can be done with a whole class at once, others done in small groups or as an individual. I have included several activities that touch on each of the STEAM subject areas on the trolley. I have also tried to include activities that are low cost or use materials that are free and can be recycled.

On Friday afternoon, I challenged my students to make a marble maze from their pizza box from the hot lunch program. This STEAM challenge is not included on the cart but I will write it as a lesson and include it because our school has pizza lunch once a month and so all classes could easily do it. Building the maze was a challenging task for grade three students. I usually teach older students so I had forgotten how hard it is to cut cardboard with small scissors. Luckily I had a stash of adult size scissors they could use. It took a surprisingly long time to plan, cut and tape pieces. Although students were fully engaged the entire time, no one finished. However, the student's excitement helped them persevere through their challenges.

I am looking forward to finishing the mazes on Monday and then testing them with marbles. I am most curious to see how their reflections, self-assessment and improvements to their design develop throughout this week.

On a completely different open-ended learning task, I challenged my students to create 'monster eyes' on Halloween. What a fun activity! Student engagement was high and the creativity soared. My grade three students also helped their kindergarten buddies make 'an open-ended' paper monster. This collaborative activity was also successful. The discussions were rich with questions, problem solving and choice. The open ended nature meant that every project was successful as there was no 'right way' to make it. 

Connecting ADST Curricular Big Ideas With Our New Assessment Language

Our school district is implementing new language in assessment next year. My staff had a workshop introducing the incoming assessment structures last week. I am excited to start connecting the assessment language of ADST Big Ideas from the BC Ministry of Education, and reworking it to fit the new rubrics using the Curricular Competencies. I think this will be of great benefit to my entire staff. There are few Big Ideas in ADST for Kindergarten through Grade 7 so it is a manageable task for me to complete as part of my STEAM Trolley (which can be borrowed by teachers in the school). I do think it is important to have the curricular competencies embedded in the learning outcomes and assessment of the STEAM activities. Teachers using the kits can use the rubric language as comments on student report cards or adapt them for their own maker projects.

Kathleen McClaskey, CEO and chief learning officer of Empower the Learner and author of the book Make Learning Personal, shared seven elements of learner agency that help move educators from a teacher-centered environment to a student-centered environment and, ultimately, to a learner-driven environment. These are: voice, choice, engagement, motivation, ownership, purpose, and self-efficacy. Read more in the ISTE October 22 journal.

McClaskey writes, “Personalized learning is not what is done to the learner or about tailoring the learning. It is about helping each learner to identify and develop the skills they need to support and enhance their own learning so that agency and self-advocacy can be realized.” Maker activities or STEAM challenges are empowering for students and touch on each of the seven elements that McClaskey lists in a student-centered environment.

My Vision for Teaching in the 21st Century

My future vision extends beyond my classroom. Hopefully I will soon be in a library. I can recreate a STEAM Trolley complete with self-assessment and teacher assessment rubrics for students with the newest language. At this point, I think my final presentation will be a slide show that includes photos, videos and rational of students working through the STEAM trolley challenges. This presentation can be presented to my current staff and then my new staff when my position changes. I am hoping this bundle of student-centered activities is a helpful resource for colleagues. It is likely that my new school will have more resources and so I can include more coding activities as part of the STEAM Trolley.

 I am excited to share and help my fellow teachers.

Resources

About Us. Empower the Learner. (2021, August 29). Retrieved November 6, 2022, from https://empowerthelearner.com/about/

Curriculum. (n.d.). Retrieved November 6, 2022, from https://curriculum.gov.bc.ca/

Fingal, J. (2022, October 27). How curiosity, creativity and Student Agency unlock student learning. ISTE. Retrieved November 6, 2022, from https://www.iste.org/explore/education-leadership/how-curiosity-creativity-and-student-agency-unlock-student-learning

 Sarah D. Sparks, O. 30. (2020, December 17). Make learning personal. Make Learning Personal. Retrieved November 6, 2022, from http://kathleenmcclaskey.com/