LLED 462: Final Reflection Log: Learning Summation

 

“The End Is Only The Beginning…”

This required submission serves as a reflective piece, a summation of learning throughout the course.  You will give a summary of what you found to be the most influential in the course and for your learning.  This can include synthesis from your log, influential readings and content, discussions or things tried.  It is curatorial.

Image credit here

It’s always bittersweet to write your last reflection log for a course, don’t you agree?  I’m always surprised to find myself here because it seems like only yesterday I was clicking “Module 1” and starting the readings.

These past 13 weeks have brought on a lot of self-reflection, ups and downs, twists and turns; but most importantly, it has brought me a lot of valuable newfound knowledge I will take with me as I continue my educational journey as a teacher, TL in training, and a student. 

To make it easier to navigate through my learning journey this term, I will be dividing this entry into two parts: my learning/aha moments (connection to the modules, readings, and discussion), and the road ahead.

My learning moments:

LLED 462 has taught me that the role of the teacher-librarian is not only to provide resources or to be a tech guru; it is so much more than that! A teacher librarian is a creator, a co-constructor, an information specialist, a leader, an advocate, a literacy nurturer and the heart of the learning commons.  But what does this mean though? Let me explain.

A teacher librarian is a creator: 

Our job as Teacher Librarians is to make sure we create a learning environment within the learning commons that is welcoming, inclusive, safe, and at the same time it provides the tools our 21st century learners need to succeed. But where do we start? 

Joyce Valenza tells us that teacher librarians can turn a library into a laboratory by “transition(ing) from places (where) we get stuff, to places (where) we DO stuff.  The library (will then) become a laboratory in which community members (are free to) tinker, build, learn, and communicate.” (Valenza, 2008)   The learning commons is no longer the place where you only get physical resources, it is now the true heart of the school, the place where you are invited to come in, explore, let your imagination take you to places where you have not been before, make mistakes, celebrate successes, and learn not only from resources but from others in your community. 

Image credit here

I was so intrigued by module 9: supporting learners as inquirers and designers.  I have always found the idea of makerspaces fascinating but was a bit afraid to even consider creating one because I felt like I really needed to have a specific purpose for it . These spaces do not only provide students with a physical space where they can learn collaboratively through hands-on creations and technologies; but can also help students develop a “unique package of complimentary 21st century skills and aptitudes such as creativity, innovation, transmedia navigating, visual literacy, and computational thinking.” (Bowler and Champagne, 2016) The “StoryMaking” resources were the “it” I needed to motivate me into starting to plan how I can introduce these concepts to our staff.  I can see a lot of them jumping in to participate as we are noticing a decline in our students’ writing skills in recent years and are planning to add this to our school goals in the next couple years.  This could be the perfect program to help our school community!

Teacher librarian is a co-constructor: 

Our job as teacher librarians is to actively support our school educators and students not only by providing resources but also through collaboration and partnerships.  Furthermore, “teacher librarians are poised to offer a transformative role in curriculum and instruction, and they are most effective when efforts are concentrated on working with the teacher.” (LLED 462 Module 7, 2022). One of the readings that was an eye opener for me was “What can collaboration with a teacher-librarian look like?” by the Surrey BCTLA.  Before this course, I thought that our job as collaborators was simply helping teachers gather resources and assist our students by teaching them the research skills needed to complete projects.  Boy was I wrong! This train of thought probably came from my own experiences with our previous TL because I only really saw her during book exchanges or if I needed her to gather books for me for the units I was teaching in class at the time.  I clearly recall that sense of disbelief and yes, dread, when I saw the collaboration wheel for the first time.  Dread because I felt like I really missed out on a golden opportunity by not collaborating with our TL at all! 

Image credit Surrey BCTLA

I am hoping that my job share partner and I can become great collaborators; after all, “the success of the library, and its ability to deliver the many programs and services available, requires a high degree of collaboration.” (BCTLA, 2019). It will take time, flexibility and a lot of creative actions and patience for sure, after all, Rome was not built in a day; It’s worth it though because the result is the success of our learners.

A Teacher librarian is an information-specialist: 

Having learned about multi-modal literacies really made me reflect on my role as a teacher librarian.  I now see the importance of introducing multi-modal resources not only in our classrooms but also in our LLCs.  Multimodal texts “convey information not only through the linguistic mode but also through visuals, such as photos, drawings, graphics, and even videos…as students read and compose multimodal texts, they learn to work in sophisticated ways with multiple resources for meaning making.” (Lenters, 2018) Reading and writing are no longer the only defining factors when describing a literate learner.  Literacy is the ability individuals possess to communicate and interact with those around us.  It is “the way we interact with the world around us, how we shape it and are shaped by it.  it is how we communicate with others via reading and writing, but also by speaking, listening, and creating.  It is how we articulate our experience in the world and declare ‘we are here!’” (NCTE, 2020) Wow, talk about having one of the biggest responsibilities as a TL! Not only are we information keepers, but also literacy mentors for everyone within our school walls.  As module 4 tells us, “Teacher librarians are poised to offer much help to students and teachers to not only understand and demonstrate these literacies, but also to (teach them how to) highlight and integrate them in everyday representations of learning and curricular initiatives.” (LLED 462, module 4, 2022) 

A teacher librarian is a leader:  

Gone are the days where the TL stayed inside the library and guarded the library collection!  

One of our biggest roles is to be one of the main contributors to our school’s mission and goals.  As leaders, teacher librarians, have the power to become a trusted resource that allows “everyone to have their voices heard and to contribute to a healthy and engaged (school) society.” (ALA, 2014.) We work together with school administrators and teachers to “develop and implement curriculum-based library services and programs that will support the teaching and learning of ALL (the members of our school community.)” (IFLA, 2015). We need to take initiative to create various programs within our school and learning commons that will be of great benefit to our schools.  We are in a unique position because we are not “tied” to one classroom but the whole school is our classroom! We see everyone and know what is truly happening in our community, something that classroom teachers are not able to do.  At first, this realization really scared me, how could I become that type of leader? Do I have it in me to step out of my comfort zone and make a difference? I really reflected on this for a while and was pleasantly surprised to see that I am already making a difference in our school.  My job share partner and I have been able to turn our SLLC into a place kids want to be in, a place where everyone is welcomed and where learning is encouraged.  We have created programs that have gotten kids excited about reading and are currently working on creating more clubs to be run out of our SLLC.  Furthermore, as leaders, we are also working towards developing Pro-D workshops for our colleagues to introduce the many programs we have both learned about through our courses and are excited to show them how to use them in our classrooms.  One of the programs I am currently working on is Book Creator, a great collaborating app where students can create books as a class about any topic they are currently learning about.  The multimodal tools within the program make it easier for everyone to participate, including our neurodiverse learners, reluctant readers, and ELL students.  Module 8 also came in at the right time for me, I learned about other great apps thanks to the readings and suggestions from my classmates.  Because of this, I was able to create and curate a Web Toolkit as part of my learning log and I’m excited to share that I have been given the opportunity by our admin to share my toolkit with my colleagues during our staff meeting next month.

image credit BookCreator

A teacher librarian is an advocate:  

This one was a big one for me to learn about.  I have always been passionate about equity and inclusiveness, as TLs we are in a unique position, not only to make sure our collection reflects everyone in our school community, but to also be the voice for anyone who is needs it.  Module 11 was an eye opener!  It made me realize that if we do not advocate for our diverse community, who will?  As Gaiman points out “libraries are about freedom.  Freedom to read, freedom of ideas, freedom of communication, (freedom of being yourself and of being able to explore various point of view before making informed decisions about issues in our community). They are about education, about entertainment, about making safe spaces and about access to information.” (Gaiman, N. 2018). Being an advocate does not only mean being the voice of those who can’t speak, but to also being the leader and creator of outreach programs that can help meet the needs in our community.  An example of what we are doing is partnering up with the grade 6/7 teachers to knit scarves and hats to be distributed to those in need in our community.  We are also working towards expanding our LGBTQ+ collection as well as adding other culturally diverse authors throughout the many genres within our collection.  This is certainly not an easy job that can be done overnight but we are taking the right steps to advocate for everyone.

I have also learned that being an advocate, is not only about ensuring our students have everything they need to succeed.  Module 12 made me realize how Teacher Librarians need to be in constant vigilance if we want to continue to be able to provide great programs for our school community.  Funding has always been a problem, now more than ever, and we need to always be on alert and ready to “use the research available to express and connect the importance of the library, often without having hard numbers to back it up.  Teacher librarians need to be salespeople and leaders, knowledgeable and excited about how change can improve the entire school.” (Module 12, 2022). This is unnerving to say the least as I have never been one for confrontations; however, it seems like now is the time to step out of my comfort zone and prepare myself to become an true advocate for our learning commons as funding continues to decrease for education!

A teacher librarian is a literacy lover and the heart of the school: 

One of the quotes from the readings that will stick with me for a long time is from Gaiman, he says that “a library is a place of safety, a haven from the world.  It’s a place with librarians in it…” (Gaiman, 2018). Is that a powerful statement or what? As a Teacher Librarian, we have the opportunity to, not only create “the hub of the school,” but to also become the heart.  We need out students to see us as someone who will always be there for them: to talk, to show them the right resource, to teach them a new skill, to encourage them to make mistakes, to help them find their reading identity, to help them nurture a love for reading, to lend them a hand, to be their voice, to help them explore new interests, to cheer on them, and most importantly to provide a place where they feel loved, a sense of belonging and safe…the list is endless! 

Being a literacy ambassador is one of my favourite roles as a teacher librarian.  I have shared time and time again through my blog my love for reading.  There is nothing I love more than to get students excited about the magic found within stories.  By completing assignment 2, I was able to create a detailed literacy plan, with my school community in mind; a plan which I’m confident will help us achieve our literacy goal in the next couple years.  I have already given it to my admin, and we are planning to meet to discuss some ideas after report cards are done.

The Road Ahead: what now?

Image credit here

Being a teacher librarian is more than just handing out books to students.  LLED 462 has taught me that there is more than meets the eye.  From being able to foster new literacies in our school community, to supporting our students by being their voice in time of need.  We are the heart of the Learning Commons, an integral part of our school community.  My LLED 462 chapter might be closing, but another is just opening.  Thanks to everything I have learned and created throughout this course, I feel more prepared to continue to help our students become the best they can be, and most importantly, to continue to work towards becoming a great advocate not only for my students, but also for my colleagues and our Learning Commons.  I now know how important is it to continue to foster relationships with key players around our community, as they can become great allies in our endless fight to continue to provide the best learning conditions for our students.  Parents, members of council, school trustees, are some examples of great allies we can count on to help us advocate for our SLLC and the programs we offer our school community.  Our students deserve the best, and as educators we have a duty to do our best to ensure our kids are ready to succeed in this fast-changing society.  I’m really looking forward to continuing to create inclusive, safe, and “emergent learning environments that encompass curriculum, learning technologies and offer strategies for working with learners, in a variety of ways.” (LLED 462 Course Description, 2022) 

Until next time,

The Duchess of Bookington

Works cited:

American Library Association (2014) Leadership Development. Accessed on November 17, 2022 http://www.ala.org/pla/leadership Document ID: 0c7d7022-ec8b-2454-1de6-643cac9e445e

Bowler, L., & Champagne, R. (2016). Mindful makers: Question prompts to help guide young peoples' critical technical practices in maker spaces in libraries, museums, and community-based youth organizations.Library and Information Science Research, 38(2),

117-124. 

Delvecchio, J. (2022). LLED 462: School Library Resource Centre Program. Modules 1-12.  University of British Columbia.

Gaiman, N. and Riddell, C. (September 6, 2018).  Neil Gaiman and Chris Riddell on why we need libraries - an essay in pictures. The Guardian.  Retrieved from: https://www.theguardian.com/books/gallery/2018/sep/06/neil-gaiman-and-chris-riddell-on-why-we-need-libraries-an-essay-in-pictures

Lenters, K. ( 2018). Becoming Multimodal: Literacy In and Beyond the Classroom. The Reading Teacher, 71( 6), 643– 649.

Surrey Teacher Librarian's Association (BCTLA).  (December 17, 2019). "What can collaboration with a teacher-librarian look like?" British Columbia Teacher Librarian's Association.  Retrieved from: https://surreychapterofthebctla.com/2018/12/17/what-can-collaboration-with-a-teacher-librarian-look-like/

Peterson, A. (2020, March 23). Literacy is More than Just Reading and Writing. NCTE. https://ncte.org/blog/2020/03/literacy-just-reading-writing/

Valenza, J. (2018) Library As Domestic Metaphor. School Library Journal. Retrieved November 17, 2022, from https://blogs.slj.com/neverendingsearch/2008/08/25/library-as-domestic-metaphor/

LLED 462: Assignment 1 Learning Log 4: Module 8 - Supporting Literacy With Learning Technologies

 

The Power of Web Tools

As your prompt, you are asked to assemble learning technology tools for your tool-kit. What you put in your tool-kit should be strategic. Therefore organize your tools as you see fit (you can use the structure in this module if you like).

Briefly explain you organization/structure and demonstrate a few tools on your own, by example.

Think about how they would be used as a teaching tool through the library.

I have always said that technology scares me…no matter how much I immerse myself in it, I end up feeling overwhelmed.  I know I’m not the only one who feels this way.  Just last week, I had a colleague bursting into my room to ask me to help her figure out why her computer screen was not being displayed onto her Smartboard. The truth is, that with this digital era constantly changing, it has become harder for educators to try to stay afloat in this technological typhoon.

Image credit here

Our job as teacher librarians is to make sure that our colleagues don’t drown in this ocean by providing curated tools to help them teach our 21st century students.  This time last year, just thinking about this would have sent me into panic!  How could I, a TL in training, be considered a tech guru? And most importantly, how could I help all my colleagues when I am still learning?  Fast forward to now, and I have learned that my job as a TL is being a vessel of information; it takes a village to teach our students, so I have worked on creating my village of tech experts by means of social networks like twitter, Instagram, and Facebook.  Thanks to these networks, I have found reviews and promotions of new and/or improved tools as well as tips on how to successfully use them in the classroom and in our Library Learning Commons.  

Being aware of how much these networks and programs have helped me this year, I have decided to create a toolkit that I will share with my colleagues in the hopes that these web tools will help them create a classroom environment where our 21st century learners have the opportunity to succeed.  Just like in our module, I have divided my toolkit into 4 categories:

Curate

Publish/present

Create

Collaborate

I have decided to use a program called Symbaloo to organize my web tools for easier navigating.  Each section has been colour coded to help organize the collection.  I have used the following legend:

Curate: Dark pink

Publish/present: bright green

Create: salmon

Collaborate: light blue

To access my Symbaloo tool kit click the picture below.

Curate

According to the National School Library Standards, curation is “the process of making meaning for oneself and others by collecting, organizing, and sharing resources of personal relevance.” (Spiering & Lechtenberg, 2021). Furthermore, the surveys conducted in 2014 which led to the creation of the “Taxonomy of Digital Curation,” states that curation is a process which began “by collecting or gathering, (then) moved to connecting content and resources for specific purposes and audiences; curated by adding value with context and commentary; and contributed by offering the community opportunities for collaboration, learning, and growth.” (Valenza, 2017)

Our job as Teacher-librarians is to make sure our students and colleagues have access to “the good stuff” and for that stuff to be available to them 24/7.  Curation is not only done by educators but by students as well.  Going through the curation process allows them to develop their literacy and critical thinking skills as they sift through resources and question their validity.

For this section, I have selected the following web tools.  I have provided a link as well as a short summary of what each tool can do.  I have also provided some examples made by me so you can get an idea of how the tools work.

1) Symbaloo:  a visual bookmarking tool used to organize and categorize online resources.  Educators like to use it for its simplicity yet fun (visually appealing) way to organize your favourite websites and apps.  The video below explains a little bit more about this online tool.  I have also attached a link to the web mix I created for an Inquiry unit on Water.

Water Inquiry Unit Webmix, created by Karla Vernon: https://www.symbaloo.com/shared/AAAAA_a-wwIAA41_WhjiCg==

One of the best features this tool has is having access to the online Web mix Library where you can find thousands of Web mixes created by educators, for educators about various topics.

2) Padlet: a digital “notice board” where teachers and students can collaborate with one another.   The space can be populated with multimodal resources such as videos, pictures, articles, etc.  Once posted, it immediately updates on the “bulletin board” and everyone sharing the space can see it.  This is a great tool for instant collaboration not only in the classroom, but in the Learning Commons as well.  Teachers and TLs can collaborate “live” with their class and add resources for students to explore.  Padlet is usually free for personal use, the basic plan lets you have up to 3 padlet boards and no more than 10MB per upload.  For our Learning commons, it would be best to purchase "Padlet Backpack” as it has unlimited padlets , enhanced security and privacy and uploads can be up to 250MB.  The cost starts at $2000, which is a bit high, but you can try it for free for a month before deciding whether or not is good for your school community. Padlet can also be used as a “collaboration tool.”

For more information, you can click on the link below:

3) Wakelet: “Curating is a timeless library skill, but Wakelet provides a whole new way of sorting through quality resources.” (Snelling, 2019). This collaborative online platform allows students and teachers to curate resources based on what they are learning in class.  Wakelet can also be used to create portfolios students can use beyond their school years.  These professionally looking portfolios can include infographics, Instagram stories, graphs, videos, etc.  Using Wakelet allows students to also learn how to create a positive digital footprint as the platforms are public and can be accessed by many.

More information can be found in the video below:

4) Diigo: an online platform used for creating personalized online libraries.  According to their co-founder Wade Ren, the goal of Diigo is “to evolve from social bookmarking to allowing users to easily create their own personal online information library.” (Ren, 2013). Like Wakelet and Padlet, students, teachers and teacher-librarians can use this platform to create customized libraries with vetted resources to use during a unit or lesson.  Students will also have the opportunity to develop their literacy and critical skills as they work on selecting resources to add to their personal library.

5) Edshelf: an online curating tool used by educators, parents, and students.  It’s like an online community of educators that curate, recommend and review educational apps.  It is a “socially-curated discovery engine of websites, mobile apps, desktop programs, and electronic products for teaching and learning.” (Edshelf website, 2022).   Edshelf allows educators to search for tools by topic, age, price range and grade level.  It is very simple to use and the best part is, all the apps and programs have been used and reviewed by educators.  Below is a quick tutorial video I created using yet another great tool that was recommended by a colleague.  It is called Screencastify and you can use it to create tutorial videos to show students, colleagues, etc. Just click on the link below to access my screencast.

https://watch.screencastify.com/v/GbYoYHEUMDSnl6SOVrz2

Publish/Present:

Digital tools provide students and educators an infinite number of fun ways to present information and to teach concepts.  Knowing how to use these tools effectively is critical if we want to be able to successfully convey the message we want to share with others.  I have personally used all the tools I chose for my curating list and can honestly say that some are more user friendly, while others require extra time spent learning how to navigate them.  Using these tools allow students to continue to develop their digital literacy as they “create, invent, and share” with others.

1) Fanschool: formerly known as “kidblog,” this web tool is a combination of a blogging/social media platform where students can share their personal portfolios with a high level of privacy regular blogs do not offer.  Teachers/teacher librarians act as moderators, and nothing goes “live” in the blog unless the moderator approves it.  This is a safe way for children to experiment with blogging and create their digital footprint in a safe environment.  The only downside about this tool is cost; the individual membership is $99/yr and it would be more for a school license (you need to contact them directly for a school quote)

2) Doodly:  One of my favourite tools to use to create cartoon style videos.  It is very user friendly, and students can easily create professional looking Doodly videos to share information.  Teachers can also use it to introduce new concepts, lessons, pro-d sessions, or events.  There are two versions, the free basic one where you can create black and white videos.  There is also the premium version where you pay a one-time fee of $99 and you can access thousands more pictures as well as colour drawings.  There are also other add-ons you can purchase such as voice over, specific themes, etc.   Below is a sample of a video I created to promote our Reading Link Challenge.

3) Animoto:  a cloud-based video maker that allows students and teachers to create video slideshows from photos, video clips, and music.  It can be used to introduce lessons, concepts, events, etc.  It is free to join and there is no limit as to the number of videos you can create.  Unlike Doodly which can be used with younger students, Animoto is more suitable for older students (grade 6 and up) due to the number of steps needed to create a video.  Having said that, the LLC could have big buddies create videos with little buddies to introduce video editing to younger audiences.  For more information, you can visit www.animoto.com 

4) Book Creator:  One of the best tools I have come across that promotes UDL (Universal Design for Learning).  This is a multimodal program that helps create online books which can then be shared with others.  There are many great features such as “read-to-me text, voice-over, spelling checker, etc.”  You can also upload QR codes, videos, pictures created by students, etc.  Another great feature is the “live collaboration” section where students can interact live with one another.  I have used it in our LLC for our Reading Link challenge and students were fully engaged and loved creating trivia questions with their classmates.  The “collaboration” feature is under the premium version, but you can still create books with the free version.  Below is a sample of a book I created for my students last week about “The Day of the Dead.”  Just click on the picture below to access it.

5) Canva: a free graphic design platform with access to thousands of pictures.  Students and educators can use it to create a vast variety of projects, from invitations to pamphlets, flyers and presentations.  It is very user friendly, and you can even upload your own photos to the template you are working on.  This platform is perfect to teach simple graphic design to students.  Teacher Librarians can use it for makerspace projects or to teach students about photo editing, design layout, and how to be creative when laying out projects to present in the classroom.  Below is a sample I created of a fake Instagram account for Jasper Bunny, the main character of the Creepy Series by Reynolds.

6) Screencastify:  This program can be downloaded to your Chrome page.  Teachers and students can use it to record their device screen and talk at the same time.  It is very user friendly and free.  I have used it many times to show people how to sign into our library system as a guest in case my job share partner and I are absent, and they need to sign out books.  Students can use this to present information to the class, create “how-to” videos or to create other projects.  For a sample, take a look at the video I posted above about how to use Edshelf.

7) Google Classroom: a free blended-learning platform developed by Google to assist students and educators share information with one another.  The platform is user-friendly and allows participants to share documents, add comments to discussions, upload assignments, create group presentations and even use it for writer’s workshops as other students/teacher can give feedback as students work on their writing pieces.  This platform is also a great collaboration tool as educators and students can share feedback and work on projects together. The program is free to use and can be accessed by everyone who has a device.

8) Weebly:  an easy-to-use web design platform where educators can monitor students’ creations.  This is the perfect platform to teach students web design and the many features available allow them to create great and unique projects.  Students can create blogs and showcase their findings as well as post reflective pieces throughout the inquiry process.  Teachers can create up to 40 student sites with the free version, perfect for individual primary classrooms.  I would consider buying the premium version for our LLC to have access to more features and be able to create more websites with our students.

9) Flip:  previously known as “Flipgrid,” this video platform can be used by educators to post topics in video/text format and invite students to respond with a video of their own.  Grace Oakley also adds that “digital tools (like Flip) can also facilitate collaborative, active construction of meaning for real purposes, tapping into social relationships and encouraging student talk which, according to Brown and Hirst (2010), are all aspects of student-centered activity, and crucial for promoting inclusivity.” (Milton &Oakley, 2017). This platform can be used to create group discussions in a very inclusive way as it allows students to record their responses and then post them.  It is a great tool for those students who are shy about sharing their ideas in front of a group. The ability to record and re-record responses helps students feel less pressured and post whenever they are ready.  This platform is great for distance education.  For more information about the platform, you can click the video below.

Create/Design: 

Creating content is not only about showcasing what you know, but also about learning through hands-on experiences.   Students and educators need tools that not only will help them create their masterpiece, but it will also be easy to use and have features that can help enhance their learning experience.  Some of the platforms and apps I have chosen for this category are also interchangeable with other categories.  For example, Canva is a great tool for presenting information, but it is also a great tool for designing.  I have left the platforms I already discussed in the blog blank but you are welcomed to scroll up and take a look at them too.

1) Flexclip:  a free online video editing/video making platform similar to iMovie but more user friendly.  It contains thousands of templates, background music, and pictures students and teachers can use to create educational videos.  It is a perfect tool in the LLC to create book trailers, character profiles, etc.  I have attached a copy of a book trailer I created for “The Magic Misfits.”

2) Canva

3) Book Creator

4) Kahoot: a free game-based learning platform where students and educators can create online multiple-choice quizzes in minutes.  It is very user-friendly, and students get very excited when playing.  A great tool to use for novel studies, to review concepts, to present topics and to tap into prior knowledge.  All you need to do is provide the unique access code to the class, they will then enter it in their devices, choose a screen name and play the games.  There is a live-scoreboard as well so everyone can see where they are at throughout the game.  To learn more about this platform, you can click on the link below

5) Doodly

6) Wakelet

7) Emaze:   an online presentation-making tool that students and educators can use to create and edit engaging presentations.  These are not like your typical Powerpoint or Keynote documents, they are live, interactive documents that you can create on any device.  I have used this platform to create the presentation you see in my previous blog for Module 7.  I have attached a link to that blog entry if you would like to check it out.  Below is also a quick tutorial video on how to use emaze.

https://www.emaze.com/@ALOOIOCWI/the-teacher-librarian-as-educational-leader-collaboration

8) Google Classroom

Collaborate:  

Collaboration is crucial when learning or reviewing concepts.  Through collaboration, educators and students are “supporting and extending learning opportunities” for everyone (BCTLA, 2017).  There are many platforms and programs out there, some more complicated than others, but all with the same purpose of connecting individuals no matter their location.  The platforms I selected are more age appropriate to the elementary classroom and LLC.  Some are interconnected with other categories which make them great tools to be used with our school communities.  I have left the ones I have previously mentioned blank; you are welcomed to scroll back to read about them.

1) Book Creator

2) Google Classroom

3) Padlet

4) Schoology:  this cloud-based platform can be used to manage classrooms online and offline.  Educators can use it to upload assignments, multimodal sources for students to use no matter their location.  Students can upload assignments, check school work, send messages to classmates and teachers, and to create, manage and share resources.  It is a virtual version of the classroom.  Teachers create classroom accounts and add students through their school emails and a password.  This virtual classroom aims to “facilitate within a class, group, or school through shared libraries of resources.  Schoology can be integrated with the school’s current grading system.” (Schoology, 2022). For more information, visit their website by clicking here.

5) Mural-Digital Whiteboard: a cloud-based platform that provides a virtual space for groups to brainstorm ideas.  With this tool, team members can share ideas simultaneously no matter their location.  According to their website, “allowing participants to use the live feature gives them more time for discussion and analysis.  This also ensures everyone has a voice and shares their thoughts on the canvas before finalizing decisions.” (Digital Whiteboard, 2022)   Other features to consider are “color coded assignments to track down who contributes, avenues for providing instant feedback such as emoji reactions, comment box, and online chats.  To learn more about this platform, click here.

Well, that's all for today! I hope that you find all these curated web tools helpful for your classroom and Library Learning Commons.  I will continue to curate tools as I find new ones and add them to my Symbaloo web mix.  What do you think?  Do you have any other tools you would like to share?  I am looking forward to hearing from you!

Until next time,

The Duchess of Bookington

Resources:

Diigo - Better reading and research with annotation, highlighter, sticky notes, archiving, bookmarking & more. (2019). Diigo.com. https://www.diigo.com/

Edshelf. Find the Right Educational Tools for your Needs. (n.d.) Retrieved from https://edshelf.com/ on November 6, 2022.

Emaze. (2013). Emaze Tutorial - Creating Presentations with Emaze. In YouTube. https://www.youtube.com/watch?v=9DMcpXms_HU

Kahoot. (2018). What is Kahoot!? In YouTube. https://www.youtube.com/watch?v=7XzfWHdDS9Q

Learning Management System | LMS | Schoology. (n.d.). Www.schoology.com. https://www.schoology.com

Meet MURAL, More Than A Digital Whiteboard. (n.d.). Www.youtube.com. Retrieved November 9, 2022, from https://www.youtube.com/watch?v=8JQRFp6HDrI

Milton, Marion (ed.)  & Oakley, G. (2017). Engaging students in inclusive literacy learning with technology. Inclusive Principles and Practices in Literacy Education, Emerald Publishing Limited. (pp. 159-176).

New EdTech Classroom. (2020). Flipgrid Tutorial for Teachers. In YouTube. https://www.youtube.com/watch?v=aLzX13jw7bw

Snelling, Jennifer. 18 tech tools librarians need now: student-tested and approved.  School Library Journal, vol. 65, no. 12, 2019, p. 14. 

Spiering, Jenna, and Kate Lechtenberg. “Rethinking Curation.” Knowledge Quest, vol. 49, no. 3, 2021, p. 52., go.exlibris.link/Jx21QSBq.  Accessed November 5, 2022.

Surrey Teacher Librarian's Association (BCTLA).  (December 17, 2019). "What can collaboration with a teacher-librarian look like?" British Columbia Teacher Librarian's Association.  Retrieved from: https://surreychapterofthebctla.com/2018/12/17/what-can-collaboration-with-a-teacher-librarian-look-like/

Symbaloo - Bringing it together for educators. (n.d.). Www.youtube.com. Retrieved November 9, 2022, from https://www.youtube.com/watch?v=wWh1QFKTvmM&list=TLGGcJMdITSJqmQwOTExMjAyMg&index=1

Valenza, Joyce.  (July 5, 2017). Curation situations: let us count the ways. School Library Journal.  Retrieved from: http://blogs.slj.com/neverendingsearch/2017/07/05/curation-situations-let-us-count-the-ways/ 

Wakelet. (n.d.). Www.youtube.com. Retrieved November 9, 2022, from https://www.youtube.com/watch?v=uHvWZly3V6o&t=3s